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Arizona Community College Presidents' Council report on workforce development expenditures (A.R.S. [section] 15-1472)

Arizona Community College Presidents' Council report on workforce development expenditures (A.R.S. [section] 15-1472) 2010

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REPORT ON VVORKFORCE DEVELOPMENT EXPEND!TURES
A.R.S. §15-1472
FY 2009-10
Data Provided by:
Arizona Community College Presidents' Council Districts
Report Prepared by:
Arizona Community College Presidents' Council
December 7,2010
Arizona Community College Presidents' Council
Jeanne Swarthout, Ph.D.
Northland Pioneer College
Box 610
Holbrook, Arizona 86025
December 7,2010
Honorable Janice K. Brewer
1700 W. Washington
Phoenix, Arizona 85007
Dear Governor Brewer,
On behalf of the Arizona Community College Presidents' Council, it is my pleasure to present you with
the Report on Workforce Development Expenditures for FY 2009-10 in accordance with A.R.S. §15­1472.
The Arizona Community College Presidents' Council and 1appreciate your continued support of our
mission and the mutual constituents we serve.
Sincerely,
Jeanne Swarthout, Ph.D..
Arizona Community College Presidents' Council Chair
c. Honorable Kirk Adams, Speaker, Arizona House
Honorable Ken Bennett, Secretary of State
Honorable Robert Burns, President, Arizona Senate
Mr. Don Cardon, Director, Arizona Department of Commerce
Senator Russell K. Pearce, Chair, Joint Legislative Budget Committee
Ms. GladysAnn Wells, Director, Arizona State Library
ACKNOWLEDGEMENTS
The Arizona Community College Presidents' Council (ACCPC) prepared this report on
behalf of the community college districts . Each community college district provided the
data contained in this report through their institutional effectiveness/research offices
ACCPC thanks the following individuals and the members of their staff. Without their
efforts the preparation of this document would not have been possible.
Cochise County Community College District
Cochise College - Or. Jerome Ward
Coconino County Community College District
Coconino Community College - Or. Stephen Chambers
Graham County Community College District
Eastern Arizona College - Mr. Glen Snider
Maricopa County Community College District
Maricopa Community Colleges - Ms. Beth Hunt Larson
Mohave County Community College District
Mohave Community College - Ms. Shelly Castaneda
Navajo County Community College District
Northland Pioneer College - Ms. Debra Myers
Pima County Community College District
Pima Community College - Or. Nicola Richmond
Pinal County Community College District
Central Arizona College - Mr. William Brown
Yavapai County Community College District
Yavapai College - Mr. Tom Hughes
YumalLa Paz County Community College District
Arizona Western College - Ms. Mary Schaal
Dr Maria Vasilieva compiled this report on behalf of ACCPC.
Report Overview ,."
DISTRICT REPORTS
TABLE OF CONTENTS
.,. ,..,., ..... "., ," ... , ,..,.."" .. """'"'' '" ....,,,,, , ,,1
Cochise County Community College District
Cochise College ,. ""
Coconino County Community College District
Coconino Community College"., "" ,
Graham County Community College District
Eastern Arizona College" "",." ."""
Maricopa County Community College District
Maricopa Community Colleges.",
Mohave County Community College District
Mohave Community College ... ""."
Navajo County Community College District
Northland Pioneer College"
Pima County Community College District
Pima Community College" .", ,
Pinal County Community College District
Central Arizona College", ."".,
Yavapai County Community College District
Yavapai Community College."
Yuma/La Paz Counties Community College District
Arizona Western College",
",,2
""., ,,36
42
" ".. ",,47
".,,109
"" ,." .. 115
" ",122
"'''''''''''''''''' "'"'''''''''''''''''''' ..,,, 144
""" ...... ,159
" 165
REPORT OVERVIEW
ARS §15-1472 requires community college districts to submit an annual report that
outlines each district's expenditures of Proposition 301 Workforce Development funds in
the previous fiscal year.
Funds for community college districts are broadly targeted at opportunities to assist in
workforce development AR S. §15-1472 provides for wide discretion in deploying
funds for.
1 Partnerships with businesses and educational institutions
2 . Additional faculty for improved and expanded classroom instruction and course
offerings
3.. Technology, equipment and technology infrastructure for advanced teaching and
learning in classrooms or laboratories
4.. Student services such as assessment, advisement and counseling for new and
expanded job opportunities
5. The purchase, lease or lease-purchase of real property, for new construction,
remodeling or repair of buildings or facilities on real property..
Effective July 1, 2001, each district in Arizona established a separate workforce
development account to receive tax revenues authorized under Proposition 301 Each
district receives $200,000 base revenue annually, and any additional funds received
during the fiscal year are apportioned based on audited full time student equivalents
(FTSE)
This document contains a review of each of the Arizona Community College Presidents'
Council (ACCPC) district's expenditures for workforce development programs and
initiatives, goals, accountability measures, community and business partnerships, and
bUdget Data were submitted by each ACCPC district and compiled by ACCPC.
REPORT ON WORKFORCE DEVELOPMENT
EXPENDITURES
A.R.S. §15-1472
FY 2009-10
COCHISE COUNTY COMMUNITY COLLEGE
DISTRICT
Submitted by:
Dr. J.D. Rottweiler
President
2
COCHISE COLLEGE
4190 W. State Highway 80
Douglas, Arizona 85607
520.515.0500
www.cochise.edu
OVERVIEW
Effective July 1, 2001, each community college in Arizona established a separate
workforce development account to receive tax revenues authorized under
Proposition 301. Such revenues may be utilized for new initiatives as well as for
enhancements to or expansion of existing workforce development efforts that
otherwise may be limited due to fiscal restraints.
Each year, monies received through Proposition 301 are allocated to support
Governing Board-approved workforce development and job training purposes,
then a formal Workforce Development Plan is submitted to the State of Arizona in
accordance with ARS 15-1472 - Community college district workforce
development accounts, reports These purposes may include such goals as
• partnerships with businesses and educational institutions
• additional faculty for improved and expanded classroom instruction and
course offerings
• technology, equipment, and technology infrastructure for advanced teaching
and learning classrooms and laboratories
• student services such as assessment, advisement, and counseling for new
and expanded job opportunities
• the purchase, lease, or lease-purchase of real property, for new construction,
remodeling, or repair of buildings or facilities on real property
A report on the outcomes of the annual Workforce Development Plan is generally
submitted to the state by December 1 of each fiscal year. This report provides
information on the outcomes of the Workforce Development Plan for FY1 O.
BACKGROUND
To encompass the complex issues related to workforce development, Cochise
College adopted and continues to use the Workforce Development Strategic
Positioning Model offered by Larry Warford and William Flynn in the
February/March 2000 issue of The Community College Journal. Warford and
Flynn suggested that workforce development efforts be planned through dividing
the local workforce population into four segments "based on the recognition that
lifelong learning is rapidly becoming the major growth industry in community
3
colleges and the emerging focus for workforce development" (p. 32). The four
major workforce segments identified by the authors are
• The emerging worker those typically 22 years of age or younger who are
preparing for their first full-time employment; often they do not have the
necessary academic skills to advance quickly.
• The transitional worker those who are moving from one career to another
for a variety of reasons; often their motivation is high but their time is short
• The entrepreneur those who operate or own a small to medium-size
business and view the local community college as an in-house training center;
often they seek a quick and economical return on investment
• The incumbent worker those who are currently employed and need
additional training to maintain their current job or to take advantage of a
promotional opportunity; they often rely on professional development
programs and access to educational opportunities to attain new skills at an
accelerated pace
As in previous years, Cochise College continues to implement and expand
workforce development plans by utilizing Proposition 301 funds.
EXECUTIVE SUMMARY
The Cochise College FY10 Workforce Development Plan implemented initiatives
in 10 areas These included the following goals and purposes
1.. Continue to support the Early Childhood Education (ECE) program to meet
state, national and local requirements as well as marketplace needs by
supporting the position of coordinator of the ECE program..
2.. Continue to support administrative positions in the Small Business
Development Center (SBDC) to help meet local marketplace needs.
3.. Continue to support Nursing and Allied Health programs to better meet the
shortages in selected healthcare professional fields
4. Continue to support the expansion of the Emergency Medical Technician
(EMT) and Paramedicine programs to the extended learning centers in the
College's service area.
5.. Provide adequate space and improve equipment for select Career and
Technical Education (CTE) programs.
6 Develop and/or expand K-12 outreach programs to encourage linkages
between K-12 students, higher education and the workplace.
7.. Support the College's Running Start Academy, which includes a variety of
actions designed to develop increased opportunities for students to acquire
Science, Technology, Engineering and Mathematics (STEM) skills and enroll
in coursework leading to law enforcement careers
4
8 Expand community and workforce development outreach efforts of the
College's Center for Lifelong learning (Cll) through support of two program
specialist positions .
9. Support transition programs that are designed to improve the recruitment,
retention and success of disadvantaged students.
10. Expand and improve the Culinary Arts/Hospitality Administration program
through supporting a new full-time faculty position for the program
During FY10, the College anticipated that Proposition 301 revenues would total
$925,000. The total amount originally budgeted for FY10 was $1,066,620, with
the additional $141,620 to be taken from the FY09 balance brought forward
Actual revenues received were $832,90898 Actual expenditures for the year
were $884,793. 98.. The additional $51,885.74 was taken from the fund balance
from previous years The balance carried forward to FY11 is $1,117,810..21 (See
Attachment A for a full summary of actual expenditures for FY1 0.)
5
SECTION I:
Introduction
To encompass the complex issues related to workforce development, Cochise
College continues to utilize the Workforce Development Strategic Positioning
Model offered by Larry Warford and William Flynn in the February/March 2000
issue of The Community College Journal. Warford and Flynn suggested that
workforce development efforts be planned through dividing the local workforce
population into four segments "based on the recognition that lifelong learning is
rapidly becoming the major growth industry in community colleges and the
emerging focus for workforce development" (p . 32)., The four major workforce
segments identified by the authors are
• The emerging worker those typically 22 years of age or younger who are
preparing for their first full-time employment; often they do not have the
necessary academic skills to advance quickly.,
• The transitional worker: those who are moving from one career to another
for a variety of reasons; often their motivation is high but their time is short
• The entrepreneur those who operate or own a small to medium-size
business and view the local community college as an in-house training center;
often they seek a quick and economical return on investment
• The incumbent worker those who are currently employed and need
additional training to maintain their current job, or those who seek additional
training for promotional opportunity; they often rely on professional
development programs and access to educational opportunities to attain new
skills at an accelerated pace.,
6
SECTION II:
Strategic Positioning for Workforce Development and Accountability
Measures
Cochise College has integrated the efforts of 10 initiatives (Attachments B and C)
that address the needs of each of the four segments of the workforce noted
above, as well as meeting standards for approved activities for use of Proposition
301 funds . Cochise College allocates these funds for workforce development
initiatives with the goal of evaluating these programs and, if successful, ultimately
moving these programs to institutional funding after they are established Each
initiative is outlined below and addresses a host of variables.
1. Early Childhood Education (ECE)
According to Arizona's school readiness action plan, "Early education teachers
can have a profound impact on a child's potential for success, but Arizona's early
education industry provides little incentive for teachers to remain in the field . This
plan supports training and education for early childhood teachers, and builds
strategies to increase the retention and compensation of early childhood
education teachers" To meet this call for support, one of the state plan's "ten
action steps" is to "increase the pool and retention of qualified early childhood
professionaIs"
To this end, Cochise College has, since 2003, provided both degree pathway
and workforce skills coursework aimed at addressing the need for qualified early
childhood educators . The Proposition 301 funds will continue the salary of the
Early Childhood Education Coordinator position in order to maintain program
effectiveness. The ever-changing complexities of understanding and working with
state and national regulations regarding early childhood education and childcare
licensing, protocol, accreditation and certification require the intense focus of
effort, time and resources possible only with a full-time ECE program coordinator
The ECE Coordinator reports to the Director of the Center for Teacher Education .
Courses are offered district-wide.
Accountability Measures
As a result of this project, the Cochise College Early Childhood Education
program accomplished the following.
• Objective Recruit students for a professional development program
• Outcomes The Coordinator of Teacher Education worked with the
Professional Career Pathway Project (PCPP) as well as with T E.AC.H. Early
Childhood® ARIZONA to help recruit and retain child care providers who are
receiving scholarships through those two agencies in order to obtain or renew
7
their Child Development Associate or to earn an Associate of Applied Science
or an Associate of Arts in Early Childhood Education. In FY10, 12 students
were able to take 42 credits of ECE courses via PCPP Through T EAC.H,
21 participants were enrolled in a total of 212 accumulative credits for FY
2010
• Objective: Maintain and support faCUlty and staff to ensure program
effectiveness.
• Outcome Early childhood education courses are offered on a two year
rotating cycle ensuring that students may complete the degree in a timely
manner Faculty and staff resources have been allocated in a manner
consistent with the program timeline and effectiveness.
• Objective. Provide support for ECE associate faCUlty .
• Outcome Adequate resources have been provided to associate faculty
members to maintain the two year cycle of course offerings.
• Objective Assist in building collaboration among agencies.
• Outcomes: The Coordinator of Teacher Education is a member of the board
of directors of the Cochise Education Foundation, which works with the
community to award mini-grants for creative and innovative classroom
projects, provides grants to assist aspiring teachers who are majoring in
education and reside in Cochise County, and provides honoraria and
recognition to outstanding teachers. She also participates in meetings and
activities through First Things First and serves as a point of contact as well as
advisor for T.EAC.H scholars. She also serves as a member of the Bisbee
Arts Commission and assists local artists, teachers, and children with funding
and events which promote the local art community.. Through her Cochise
classes, the Coordinator works with students, community members, as well
as businesses to provide materials and support to local teachers through
projects such as the "Tissue Issue"
• Objective. Maintain curriculum alignment for meeting state standards and
university transfer requirements.
• Outcomes Cochise College Early Childhood Education courses are in line
with all state standards relevant to the field.. Transfer articulation agreements
with the state universities are in place based upon the criteria established
through the statewide Early Childhood Education Articulation Task Force
• Objective Offer courses to satisfy state requirements .
• Outcomes: Courses offered by Cochise College are fully aligned with state
requirements for an Early Childhood endorsement on an Elementary
Education teaching certificate, university early childhood education programs
and Arizona's ECE Articulation Task Force's Common Course Matrix
8
2. Small Business Development Center (SBDC)
During FY02 and FY03, the SBDC hired a business consultant by matching
Proposition 301 funds with SBDC funds to provide consultation services and
training to supplement those offered by the Center Director/Consultant. The
Center continues to provide an exceptional level of services within the 6,125
square miles of Cochise County, in spite of the limited number of staff Although
the Center has attempted to meet requests for services through hiring
consultation services on an intermittent contract basis, this approach did not
provide sufficient consistency or availability of services within its service area..
The addition of an individual dedicated to these efforts has greatly enhanced the
ability of the SBDC to deliver services in support of small business development.
The Center partners with the Sierra Vista, Benson, Bisbee and Douglas
Chambers of Commerce as well as both the Sierra Vista and the Douglas
Economic Development Foundations to deliver workshops. The SBDC offers
opportunities to the entrepreneurial and transitional segments of the workforce,
and provides continuing training for incumbent, transitional and emerging
workers in collaboration with other college centers and departments.
Services are available in communities throughout the county, including Douglas,
Benson, Naco, Bisbee, Elfrida, Willcox, San Simon, Tombstone and Sierra Vista..
Because of the extensive travel involved for both the Director/Consultant and the
Business Consultant to provide consulting and training in these communities,
travel reimbursement (based on 9,500 miles x A45/mile) was included in the
FY10 budget proposal.
Accountability Measures
Outcome measures were determined according to the Arizona Small Business
Development Network's annual proposal. The Network established goals for the
calendar year 2009. The results, as reflected below, have met or exceeded the
established goals In the case of job creation, the results were 77.9% higher than
the original goaL
Service Estimated Outcomes Actual Outcomes
Lonq Term Counselinq 35 Long Term Clients 42 Lonq Term Clients
Business Start-ups 17 Business Start-ups 23 Business Start-ups
Jobs Creation 131 Jobs Created 233 Jobs Created
Joint Counselinq Cases 5 Joint Counseling Cases 5 Joint Counselinq Cases
These results could only have been achieved with the funds received through
Prop . 301
9
3. Nursing and Allied Health
The Nursing/Allied Health department strives to meet the needs of the
community by providing educational opportunities which prepare students to
work in the healthcare professions.. Cochise College currently offers the
following degrees, certificates, and courses.: Associate of Applied Science
Degree in Nursing, Nursing Assistant certificate program, Medical Assistant
certificate program, Emergency Medical Technician course, Paramedicine
certificate program, and Associate of Applied Science Degree in Paramedicine.
Classes are held district-wide.
In addition to the obvious nursing shortages, there is also a documented, critical
shortage of allied health professionals in several other areas. The Assistant
Director for Allied Health facilitates the College's conducting of needs
assessment and feasibility studies for possible new allied health programs.. This
development of new health career programs and expansion of current programs
provide opportunities for emerging, transitional and incumbent workers.. Private
sector contributions and partnerships with regional hospitals and other healthcare
organizations are explored and maintained
The Director of the Nursing/Allied Health program reports to the Dean of the
Douglas Campus and, as noted above, the programs are offered district-wide.
Accountability Measures
The goals and corresponding accomplishments of the Nursing Program for FY10
were as follows.
• Objective: Continue offering the Certified Nursing Assistant (CNA), the
Medical Assistant (MA), the Associate Degree Nursing (ADN), the Emergency
Medical Services (EMS), and the Paramedicine programs.
• Outcome The college continued offering the CNA, MA, AND and EMS
programs during FY10.. In addition, the college began work to expand its
allied health curriculum to include a new Medication Assistant program, which
will begin in summer of 2011 as a result of community demand. This new
program requires that students have been CNAs for at least six months
before enrolling.. The Paramedicine program is currently on hold with an
improved curriculum being developed The intention is to offer the revised
program beginning in the fall of 2011
e Objective: Continue use of the SmarTest to improve student ability to pass
the NCLEX-RN examination
10
• Outcome The college has continued using the SmarTest to support student
success on the NCLEX-RN instrument In fact, the college's result for
NLCEX-RN was over a 90% pass rate in the past year Moreover, the college
has begun to use the SmarTest for EMT students and is planning to utilize it
for the revised Paramedicine program
• Objective Hire and retain the faculty and staff needed for effective delivery of
allied health programs.
• Outcome This has been accomplished, although finding qualified faculty
remains a challenge for the Douglas area
• Objective. Maintain the recently revived program for the Paramedicine degree
and continue the partnership with the American Heart Association for
Advanced Cardiac Life Support (ACLS) and Pediatric Advanced Life Support
(PALS).
• Outcome. .A.s noted earlier, the Paramedicine degree program is being
refined and will be offered in 2011 The college continues its partnership with
the American Heart Association for ACLS and PALS training through its
Center for Lifelong Learning. In FY10, 368 students participated in training for
ACLS and PALS through CLL.
• Objective. Update and improve allied health curriculum and implementation
of programs.
• Outcome Work has been accomplished on updating and improving all the
allied health areas.. Moreover, the college is adding a new Medication
Assistant program; improved its advisory committee for the existing Medical
Assistant program in order to identify and implement positive changes. The
CNA program will expand to Willcox High School as part of dual enrollment
for first time in August of 2011 .
• Objective Review and revise the Nursing curriculum in keeping with the
recent recommendations received from the Arizona State Board of Nursing
and the National League of Nursing Accrediting CounciL
• Outcome: The program has begun the process of reviewing and revising the
curriculum. This process will include a customized, detailed analysis of
Cochise's results on NCLEX exam so that, as part of an integrated
assessment process, curriculum and student learning can be strengthened
through application of this knowledge regarding student learning outcomes
4. Emergency Medical Technician (EMT) - BensonlWillcox
The purpose of this initiative is to respond to community needs by ensuring that
at least one complete or refresher basic EMT course will be offered at the
extended learning centers in Benson and Willcox during FY10
11
The EMT coordinator provides district-wide services and reports to the Assistant
Director of Allied Health who, in turn, reports to the Director of Nursing and Allied
Health The center managers in Benson and Willcox report to the Dean of
Extended Learning and Workforce Development
Accountability Measures
• Objective The EMT program will offer at least one complete Basic or
Refresher EMT course with a minimum of ten students at the Benson and
Willcox Centers
• Outcome. One EMT174 (complete EMT course) is offered every semester at
the Benson Center, with a range of 10-24 students.. However, due to lack of
enrollment, no EMT174 courses have been offered in Willcox in the last two
years.. Nevertheless, plans are in progress for offering a possible EMT174
course for Fall 2011 at the Willcox Center instead of Benson
• Outcome The assistant director of Allied Health position has been eliminated
so the EMT coordinator reports to the director of Nursing and Allied Health
• Outcome A strong relationship between the Benson EMT program and
Health Care Innovations (Benson ambulance) has been established and
provides excellent employment opportunities for students
completing EMT174.
5. Support for Career and Technical Education (CTE) Programs
Cochise College's ability to deliver high quality CTE programs which target
current and emerging needs for workforce development depends on the
availability of adequate, appropriate learning environments, including physical
space as well as technical equipment The Sierra Vista campus did not have
sufficient facilities to house the current workforce development programs, so its
construction technology and avionics programs could not be located in the
existing facilities on campus during the 2009-10 academic year
The Cochise College Master Facilities Plan (MFP) for the Sierra Vista campus
incorporated a new CareerlTechnology building to house current and future
workforce development programs, including the move of the construction
technology program onto campus The failure of the $87 7 million General
Obligation Bond election in November, 2006, caused the college to re-evaluate
the type and size of CTE building it could construct. The new CTE building on
the Sierra Vista Campus became operational in 2009 but was not adequate for
housing all of the current CTE programs and the facilities on the Douglas
Campus have been inadequate for a number of years.
12
Therefore, in order to provide appropriate learning environments for CTE
students, to increase the College's capacity to expand existing CTE programs,
and to offer new programs, additional space and new equipment have been
essential With the funds allocated for this project, the College was able to lease
space close enough to the Sierra Vista campus to make it more convenient for
CTE students to utilize student services and other campus support facilities. This
critical space was leased during the past academic year to support the BUilding
Construction Technologies (BCT), the Heating, Ventilation and Air Conditioning
(HVAC), the Manufacturing Technologies (GTC), and the Avionics (AVT)
programs, with the expectation of attracting and retaining students and thus
improving workforce development efforts in Cochise County.. During the summer
of 2010, as a result of construction and renovation of facilities, it was possible to
leave the leased facilities behind and relocate these CTE programs to the Sierra
Vista Campus.
Accountability Measures
As a result of this project, Cochise College intended to accomplish a number of
objectives designed to make high quality CTE programs available to students
• Objective The College will provide sufficient space for effective delivery of a
number of CTE programs.
• Outcomes: The BCT and HVAC programs were housed in a leased facility
near the Sierra Vista campus during FY10 and relocated to the modified CTE
Building.. These modifications included fencing to enclose the back of the
bUilding to store supplies, the dropping of power and compressed air lines
into two new labs in the building, the piping of natural gas into the HVAC lab,
and the addition of new stools and tables for the BCT lab.
• Objective: The College will take steps to recruit and retain CTE students .
• Outcome: The lead instructor for the BCT program became involved in
several off-campus events to raise community awareness regarding the BCT
program.. This included work with the Southern Arizona Contractors
Association (SACA) and with Habitat for Humanity Enrollment increased
from 169 enrollments in FY08 to 204 in FY09 and 316 enrollments in FY10.
• Objective. The faculty will modify the existing curriculum for HVAC and BCT
program.
• Outcome The curriculum was modified for BCT courses. The classes were
expanded and an online component was included to expand the material
covered in class.
• Objective Efforts will be made to improve industry partnerships for the
technology programs.
13
• Outcome Such efforts were made There are close associations with SACA
(which represents about 100 organizations and whose board members
include the lead HVAC faculty member) and Habitat for Humanity, as
indicated above. In addition, the program has developed numerous additional
partnerships, including
o State Board of SkillsUSA, who board members include the lead HVAC
faculty member.
o Several utility companies as part of the Utility certificate These include
Sulphur Springs Valley Electric Cooperative (SSVEC), Southwest Gas,
Apache Nitrogen Products, APS, and Arizona Electric Power
Cooperative, Inc (AEPCO)
o Arizona Builders Association, which serves as a sponsor and partner with
NCCER for apprenticeship training.
o Tree House Farm and Sanctuary in an ongoing service partnership
o Southeast Arizona Governments Organization (SEAGO) as a partner
providing the program with 45 first-time students for electrical classes
o Burgs Heating and Cooling
o Little Willy Heating and Cooling
• Objective Steps will be taken to expand enrollment in specified CTE
programs, including BUilding and Construction Technologies (BCT), General
Technology (GTC), and Avionics (AVT) .
• Outcome Efforts at expanding enrollments were successful for BCT and
AVT, but not for GTC.
6. K-12 Outreach
The link between Cochise College and Cochise County schools is critical for
building a unified, integrated system of quality education to support meaningful
career development and an interest in lifelong learning for students.. This linkage
has been nurtured and strengthened in recent years. Various K-12 outreach
initiatives will further strengthen these linkages by exploring innovative ways of
connecting educational partners to improve the quality of education in
southeastern Arizona, to help improve the college-readiness of local students in
order to increase their success rates in higher education, and to develop
pathways that will meet student needs while also addressing current and future
workforce demands.
Accountability Measures
As a result of this effort for K-12 Outreach, the college intended to accomplish a
number of objectives.. However, due to some changes in personnel, this project
14
was never fully launched
accomplished.
Nonetheless, some planned objectives were
• Objective Assist K-12 students in developing the knowledge, skills and
interest that will encourage them to envision a future involving a meaningful
career and lifelong learning.
• Outcome Two other college programs included in the FY10 Workforce
Development Plan (Running Start Program and Transition Program) focused
on assisting high school students in envisioning a positive future and
engaging them in activities designed to get students involved in college work
The project entitled "K-12 Outreach" did not really become engaged in the
activities specifically planned for it
• Objective Contact schools within Cochise County regarding possible
programs for encouraging student achievement and developing students'
ability to transition to higher education
• Outcome As noted above, the K-12 Outreach program was not implemented
as planned although other activities at the college have been developed to
encourage high school student achievement and transition to higher
education .
• Objective Partner with area schools in order to encourage greater
participation in educational opportunities designed to increase the quantity
and quality of students in the educational pipeline.
• Outcome As noted above, the K-12 Outreach program was not implemented
as planned although other activities at the college have been developed to
increase the quantity and quality of students in the educational pipleline
• Objective Work with other institutions in a statewide effort to assess the
college-readiness of high school students and strengthen the ongoing efforts
between the high schools and the College to articulate curriculum in both the
academic and the career and technical education areas.
• Outcome As noted above, the K-12 Outreach program was not implemented
as planned
7. Running Start Program
One of the greatest needs in workforce development for the future of Arizona
involves the science, technology, engineering and mathematics (STEM) fields
Cochise College's efforts to work with local school systems to facilitate student
transition to higher education have positioned it well for developing and
implementing innovative approaches to engaging middle and high school
students in programs leading toward higher education in the STEM fields
15
In addition, another emerging need in Arizona is for law enforcement personnel
and an effective approach for meeting this need also involves engaging middle
and high school students in programs leading toward higher education in criminal
justice programs
One way in which Cochise College is addressing the needs in both areas is by
creating a variety of focus areas in its Running Start Academy.. The Running
Start Academy is a program offered on the college campuses for high school
juniors and seniors and designed to be flexible in content For example, the
initial program on the Sierra Vista Campus (SVC) focused on math, science and
engineering courses; a second focus was added in the fall of 2009 in criminal
justice.. The initial focus for the Douglas Campus (DC) was criminal justice in the
fall of 2009.. Classes are designed to be held on the college campus in the
afternoons (after high school).. Students begin the program in their junior year in
high schooL Students must apply to be admitted and must meet the criteria,
including prerequisites for the classes.. They are enrolled in a student learning
cohort taking the same classes. In order to be considered for the program, each
student agrees to participate in all classes and in the additional support classes
that might be provided to ensure academic success. Moreover, each student
agrees to participate in tutoring as needed. Students pay college tuition and fees
and purchase their own books
Accountability Measures
The objectives and corresponding outcomes for this project include Cochise
College efforts to.
• Objective Developing marketing materials and marketing the programs.
• Outcomes: Marketing brochures have been created and distributed at
numerous venues.. In addition, several Cochise College representatives have
attended meetings and functions with stakeholder groups.. Running Start
programs have also been featured in various local media
• Objective Recruiting and enrolling one cohort of juniors (24) and one cohort
of seniors (11-24) for each campus
• Outcome. There are junior and senior cohorts on the Sierra Vista campus as
well as a senior cohort on the Douglas campus
• Objective. Creating a program in applied engineering using mechatronics as
the curriculum.
• Outcome The mechatronics program has been adopted by the college and
the program has been launched .
• Objective Creating a program in criminal justice
16
• Outcome The Running Start version of the college's Administration of
Justice program was launched on the Douglas Campus during the spring
2010 semester..
• Objective Developing a second engineering lab .
• Outcome: It was decided that the program would be better served by the
college having two different sorts of labs Therefore, instead of a second
dedicated engineering lab, the college developed one engineering/physics lab
and one fully-equipped mechatronics lab
• Objective Establish and utilize an advisory committee including
representatives from Ft Huachuca
• Outcome This was accomplished and the committee has met
• Objective Hiring instructors
~ Outcome Instructors for engineering, mechatronics, and mathematics have
been hired in support of the Running Start program
• Objective Creating a pathway for students from high school to Running
Start.
• Outcome The pathway has been created with area high schools so that it
permits students to complete high school graduation requirements and begin
college classes without interfering with state education funding allocations
• Objective. Articulate courses and degrees with the universities through the
state system of articulation
• Outcome.: One of the engineering courses is articulated with the three state
universities, the other course is articulated with two universities and the third
is pending. The degree is fully aligned with the Arizona General Education
Curriculum for Science (AGEC-S) requirements .
• Objective Track student success using baseline data, which will be
developed with such measures as cumulative GPA, total credit hours, and
retention.
• Outcome Students in the program have been tracked since the spring of
2008 cohort began at the college for enrollment and for GPA.
8. Center for Lifelong Learning
The Center for Lifelong learning (Cll) has become fully staffed and greatly
expanded Cochise College's offerings in workforce training. Its new database
has helped determine the success of programs, allowing Cll to adjust its
program mix and improve its service to the college and the community
17
Accountability Measures
As a result of the support provided, Cll determined to:
• Objective. Provide at least two new workforce training programs in each of
the College's constituent communities
• Outcome In Douglas, workforce programs were provided under the Border
Protection Professionals Pre-Academy and for the local call center In Bisbee,
Cll offered training for computer skills at the local hospital and Red Cross /
CPR training for the local Boys and Girls Club.. Border Protection
Professionals Pre-Academies were also offered in Nogales. In Sierra Vista,
workforce training was provided for the City of Sierra Vista, Fort Huachuca
military personnel and contractors, Sierra Vista Hospital and Cochise County
Workforce Development office in computer skills, stress management,
customer service and time management The City of Willcox asked Cll to
provide customer service training to all city employees. This training was
successfully completed
• Objective Offer community education programs in underserved areas of the
College's service region, including
o Douglas
o Bisbee
o Benson
o Willcox
• Outcome. A wide range of programs were offered in these traditionally
underserved areas, including
o Douglas - Programs appeared in all schedules with several new offerings
An agreement with Douglas High School was reached to provide space for
programs in the community
o Bisbee - Programs appeared in each schedule and were held at the Boys
and Girls Club of Bisbee .
o Benson - In the winter schedule, a full range of programs, including the
lunch lecture Series, were held.
o Willcox - Due to new construction of the Willcox Center, it was not
possible to hold programs in FY 10, but a full schedule of programs will be
offered in FY11 .
• Objective Record and analyze program enrollment and success, using an
improved database
• Outcome Database was implemented January 1, 2010 and is being used to
record and analyze enrollment
• Objective Expand productivity in terms of both enrollment and program
growth
18
• Outcome In FY10, 248 total programs were held, compared to 203 programs
in FY09 for a 22..2% increase in programs, and total enrollment equaled
2,894, compared to 2,150 in FY2009, for a 34.6% increase in enrollments
• Objective Expand the number of partnerships established and/or maintained
with community institutions .
• Outcome Partnerships were maintained with the following organizations.
o Arizona-Mexico Commission
o American Heart Association
o Bisbee Boys and Girls Club
o Bisbee Chamber of Commerce
o Bisbee Corral of the Westerners
o Bisbee Council for the Arts and Humanities
o Border Colleges Consortium
o Border Learning Committee
o Border Task Force
o Cochise County - Arizona Centennial Committee
o Cochise County Comprehensive Economic Development Strategy (CEDS)
committee
o Cochise County Historical Society
o Cochise County Tourism Council
o Community Partners of Southeast Arizona
o Hispanic Association of Colleges and Universities
o Museum Association of Cochise County
o Naco Heritage Alliance
o Rotary
o Sierra Vista Chamber of Commerce Leadership Academy
o Sierra Vista Historical Society
o Southeast Arizona Governments Organization (SEAGO)
o Sulphur Springs Valley Historical Society
o United Way of Sierra Vista and Cochise County
o Warren Ballpark Centennial Celebration Committee
9. Transition Programs
In an effort to improve the retention of students in CTE programs, Cochise
College developed a Freshman Year Experience Program (FYE) to begin
implementation with two cohorts of students in fall of 2009 The FYE was
designed to include a summer bridge program and the use of student learning
coordinators to work closely with student participants to ensure success (e.g . ,
intrusive advising, mentoring, and tutoring)
The goals of this transition program involve integrating three important concepts
into one program to help ensure the academic success of students at Cochise
19
• Successful transition to college
• Academic, career and personal/social development
• Long-term focus on degree/goal completion
The Task Force established the following mission statement "The Freshman
Year Experience (FYE) serves the new student by providing a shared experience
that promotes a successful transition to college personal, social, academic and
career development; and, long-term focus on degree/goal completion . "
Accountability Measures
The criteria used as the primary indices of success for this project involved a
positive gain in the following indices for the cohorts compared to students who
did not participate in the FYE. In addition, it expected that there would be a
positive change in a student's attitudes and beliefs about college and success in
college
However, only one cohort was developed in the fall of 2009. This cohort was
located on the Sierra Vista Campus. These students were also part of the
STEM-focused "Running Start" program. Of the 28 students who began by
taking the CPO 150 portion of the FYE, 24 successfully completed the course.
These students were also assigned a college staff or faculty member as a mentor
during the fall 2009 semester and follow up meetings continued into the spring of
2010.
As a result of this experience, Douglas Campus academic staff, TRiO program
staff, and Housing staff have begun development of a plan to address the
unsuccessful effort to initiate a transition program (FYE) component on the
Douglas Campus An appropriate, comparable transition program cohort will
begin in the Spring 2011 semester
• Objective Term GPA
• Outcome. Participating students earned a GPA of 2.85.
• Objective Persistence-defined as completion of semester course work.
• Outcome All 25 students completed the semester with Cochise College and
only five did not earn all of the credit in which they were enrolled .
• Objective: Retention-defined as continuing enrollment from semester to
semester
• Outcome Of the 25 students enrolled in the Fall of 2009, 17 were retained
for the Spring of 2010, for a retention rate of 68%
• Objective The number of times students earned a "0" or "F" for the
semester
20
• Outcome Out of the approximately 125 grades posted for students involved
in the program, there were 6 "0" grades, 6 "F" grades, and 2 "W" grades
• Objective The number of times students earned a "W" for the semester
• Outcome: As noted above, 2 "W" grades were posted out of the 125 total
grades..
• Objective' Percentage of students who were retained to the next semester
• Outcome As noted above, the retention rate was 68%
• Objective: Number of credits the students enrolled in the next semester,
• Outcome. The students who originally enrolled in the Fall 2009 semester
enrolled in 148 credits for the Spring 2010 semester.
10. Culinary Arts
The Associate of Applied Science Degree in Culinary Arts provides training in the
culinary arts for direct employment in the field of professional cooking as an
assistant to the chef or food and beverages director. Funds were used to hire a
full time faculty member to be responsible for establishing teaching standards, for
marketing the program, for recruiting students and for coordinating efforts with
the local high schools
Accountability Measures
The goals and objectives of the Culinary Arts project included
• Objective Hiring a full time faculty member for the program.
• Outcome A full time faculty member was hired
• Objective Establishing teaching standards district-wide,
• Outcome The new full-time faculty member has begun working on this
• Objective: Strengthening a community advisory committee composed of
professionals in the field, potential employers and representatives from area
high schools.
• Outcome Because of the new full-time faculty member, the program was
able to strengthen its advisory committee and revise the curriculum
• Objective Developing and implementing a marketing plan designed to
expand enrollments in the program
• Outcome The marketing plan has been postponed until additional space is
available, as present facilities could not accommodate additional students.
21
• Objective Streamlining the curriculum so that a student can complete the
program in a two-year time frame
• Outcome The curriculum has been streamlined for two years and work is in
progress for implementing a core culinary curriculum that can be completed in
one year
• Objective Developing a dual enrollment program with area high schools
(articulating the program with the schools who are actually developing
culinary programs at the high school level)
Outcome High school visits have been made and more will be
scheduled., Cochise is assisting with the planning for Buena High School's
new culinary facility., Enrollment for dual credit should increase dramatically
with Buena's Culinary students, as more than 250 students were present for
the culinary arts demonstration.,
• Objective Increasing enrollments in the program by at least 10% during the
2009/2010 academic year,
• Outcome Total enrollments in the Culinary Arts program increased 9%, from
178 in 2008-09 to 194 in 2009-10. This involved a modest 6% decrease at
the Ft Huachuca site from 167 to 157 students and a substantial 236%
increase at the Douglas Campus site, from 11 to 37 students.,
• Objective Making revisions to the curriculum with the cooperative efforts of
the advisory committee and the new full-time faculty member.
• Outcome The AAS degree program was re-worked to have more emphasis
on cooking classes . AAS and certificates are now closely related to industry
standards. Several new classes were added to curriculum, including Saucier
(CUL 217) and Advanced Confections 1 & 2 (CUL 222 & CUL 223)
22
Section III:
Budget Overview
1. Early Childhood Education
Approximately 5.5% of the Proposition 301 funds spent in FY10 were used to
support the Early Childhood Education program
Budget Item FY 10 FY 10
Budgeted Amount Actual Expenditures
Coordinator Salary $47,500 $35,860.36
Benefits -0- $12,497.15
Total $47,500 $48,357.51
2. Small Business Development Center (SBDe)
Approximately 4.7% of the Proposition 301 funds spent in FY10 were used to
support the SBDC.
-
Budget Item
FY10 FY10
Budgeted Amount Actual Expenditures
Personnel w/benefits $37,971 $32,045.52
Consultants $70000
Supplies $5,852 ..59
Travel $4,229 $2,31331
Miscellaneous $609 12
Total $42,200 $41,520.54
3. Nursing and Allied Health
Approximately 374% of the Proposition 301 funds spent in FY10 were used to
support the Nursing and Allied Health projects.
Budget Item FY10 FY 10
Budgeted Amount Actual Expenditures
Administrative Salaries/Stipend $138,600 $117,290.33
Associate Faculty/ CNA, Labs & $87,877 $58,84765
Clinicals, Medical Asst.
Classified Salaries $26,224 $27,328.79
Non-student Hourlv Salaries $27,359 $58,551.18
Benefits $59,320 $52,986.39
EquipmenUSupplies $33,839 $16,428.12
Total $373,219 $331,432.46
23
4. Emergency Medical Technician - Benson and Willcox
Approximately 1..6% of the Proposition 301 funds spent in FY10 were used to
support the EMT programs at these centers.
Budget Item
FY10 FY 10
Budgeted Amount Actual Expenditures
Associate Faculty Salaries $12,870 $11,025.04
Lab Aides $1,760 $1,950.00
Benefits $1,041.24
Instructional Supplies $950 -0-
Total - $15,580 $14,016.28
5. Support for Career and Technical Education Programs
Approximately 15.3% of the Proposition 301 funds spent in FY10 were used to
support expanding the size or improving the quality of CTE programs through
provision of facilities, supplies and equipment $8,94248 of the funds originally
budgeted for the K-12 Outreach project were utilized instead to support this
project through purchase of supplies and equipment for the new CTE facilities at
the college .
Budget Item
FY10 FY 10
Budgeted Amount Actual Expenditures
Building Lease and Related Payments $72,770 $126,451.72
EquipmenUSupplies $20,000 $8,942.48
Development and Implementation of $2,230 -0-
Outreach Efforts
Total $95,000 $135,394.20
6. K-12 Outreach
Approximately 0.02% of the Proposition 301 funds spent in FY10 were used to
strengthen the links between Cochise College and the K-12 system in the county
$8,942.48 of the funds originally budgeted for this project were utilized to support
the accessibility of supplies and equipment in the new CTE facilities at the
college .
Budget Item
FY10 FY 10
Budgeted Amount Actual Expenditures
Consultants $5,000.00 -0-
Miscellaneous $20,000 $212.95
Total $25,000.00 $212.95
24
7. Running Start
Approximately 7..6% of the Proposition 301 funds spent in FY10 were used to
support work with local school systems to develop the interest, skills and
knowledge of high school cohorts in the STEM fields and in criminal justice, while
encouraging students to continue through the educational pipeline in these fields,
including university-level education .
Budget Item FY10 FY 10
Budgeted Amount Actual Expenditures -
Full-time Instructor Salary $45,000 $47,702.00
Associate faculty $24,000 -0-
Benefits $13,650 $14,384.36
Equipment $30,000 -0-
Contracted Services $2,500 -0-
Supplies $9,737 $3,225.44
Traininq/Travel $10,000 $2,000.00
Total $134,887 $67,311.80
8. Center for Lifelong Learning
Approximately 94% of the Proposition 301 funds spent in FY10 were used to
support the Center for Lifelong Learning in reaching out and serving the
workforce training and lifelong learning needs of communities and individuals
across the College's extended service area
Budget Item FY10 FY 10
Budgeted Amount Actual Expenditures
Proqram Specialists $65,634 $63,707.22
Benefits $22,465 $17,033.94
Equipment $2,000 -0-
Supplies $5,000 $1,923.53
Traininq/Travel $2,500 $376.48
Total $97,599 $83,041.17
9. Transition Programs
Approximately 120% of the Proposition 301 funds spent in FY10 were used to
support the FYE pilot program designed to assist students in succeeding during
their first year of college
25
Budget Item
FY10 FY 10
Bud~eted Amount Actual Expenditures
Learning Coordinators $73,392 $42,712.14
Tutors (Non-Student Hourly) $50,000 $31,103.35
Summer Bridge Faculty $9,600 $4,840.00
Special Student Hourly -0- $8,565.00
Benefits $21,283 $18,222.45
Supplies $7,800 $920.89
Training/Travel $6,000 -0-
MapWorks-Licensing $7,775 -0-
Marketing $1,312 -0-
Total $177,162 $106,363.83
10. Culinary Arts/Hospitality Administration
Approximately 64% of the Proposition 301 funds spent in FY10 were used to
hire a full time faculty member in order to support and encourage expanded
course offerings at multiple sites in the district
Budget Item
FY10 FY 10
Budgeted Amount Actual Expenditures -
Faculty Salary $58,473.00 $44,040.00
Benefits -0- $13,103.24
Total $58,473.00 $57,143.24
26
SECTION IV:
Private Sector/In Kind Contributions
See Attachment B for Private Sector/In Kind Contributions.
SECTION V:
Demographic Profile of District
Cochise College serves Cochise County, which has a total population of
approximately 140,263 spread over 6,169 square miles The largest community
served is Sierra Vista with a population of 46,597, followed, in order of total
population, by Douglas, Bisbee, Benson, Willcox, Huachuca City, and
Tombstone.
Cochise County has several unique features and many challenges. Located in
the southeast corner of the state, the county shares borders with both New
Mexico and Mexico. The major communities are culturally diverse and
geographically separated . Median age in the county (39 .8 years) varies from a
low in Douglas of 30.5 years to a high in Benson of 496 years . In Douglas,
78.6% of the population speaks Spanish at home, while in Sierra Vista the
number is only 10.9%.
The unemployment rate for Cochise County in 2009 was 74%.. Within the
county's major population areas, the unemployment rates in 2009 ranged from a
low of 44% in Sierra Vista to a high of 129% in Benson. Median household
income for the county in 2008 was $43,821, with a per capita income of $22,160.
The public sector (government) in Cochise County accounts for 33..2% of all
nonfarm civilian employment The largest private sector industry grouping is
trade, transportation and utilities, which accounts for 16.6% of all civilian nonfarm
employment and 24 .9% of all private sector employment
27
APPENDIX A: Expenditures per Initiative FY10
INITIATIVES
Budget Item ECE SBDC Nursing EMT CTE
Support
Personnel $35,860.36 $24.059.22 $262,017.95 $12,975.04
Benefits $12,497.15 $7,986.30 $52,986.39 $1,041.24
Travel expenses $2.313.31
Supplies & equipment $5,852.59 $16,428.12 $8.942.48
Miscelianeous/Program Implementation $609.12
Contracted Services $700.00
Space Rental $126,451.72
Totals $48,357.51 $41,520.54 $331,432.46 $14.016.28 $135,394.20
INITIATIVES (CONT'D)
Budget Item K-12 Outreach Running Start Lifelong Transition Culinary Arts
Learning Programs
Personnel $47,702.00 $63,707.22 $87,220.49 $44.040.00
Benefits $14.384.36 $17,033.94 $18.222.45 $13,103.24
Travel expenses $2,000.00 $376.48
Supplies & eqUipment $3,225.44 $1,923.53 $920.89
Miscelianeous/Proqram Implementation $212.95
Contracted Services
Space Rental
Totals $212.95 $67,311.80 $83.041.17 $106,363.83 $57,143.24
Total' Expenditures
Budget Item Totals
Personnel $577,582.28
Benefits $137,255.07
Travel expenses $4,689.79
Supplies &equipment $37,293.05
Miscelianeous/Proqram Implementation $822.07
Contracted Services $700.00
Space Rental $126,451.72
Totals $884,793.98
28
APPENDIX B
FY 2009-2010 (FY10) Private Sectorlln Kind Contributions
COCHISE COLLEGE
Company/Organization Description Amount of
Contribution
Lawley Automotive
ProvIsion of classroom space, equipment and Intern positions
for automotive tralnlnq Not available
Lawley Automotive - Ford Store
ProvIsion of classroom space and equipment for automotive
tralnlnq Not available
23 Private health-related organizations and
Individual medical practitioners In-kind support for medical assistant (MA) training Not Available
10 Private health-related organizations In-kind support for emergency medical technician (EMT) training Not Available
6 Pnvate health-related organizations In-kind support for paramediclne training Not Available
10 Private health-related organizations In-kind support for Certified Nursing Assistant (CNA) training Not Available
27 Pnvate health-related organizations and
In-kind support for Associate Degree Nursing (ADN) training Not Available
individual medical practitioners
Sierra Vista Regional Health Center
Direct support of Emergency Medical Services Education Est. $60,000
Coordinator for 40 hours per week
Copper Queen Community Hospital Five $1,000 scholarships for nursing students $5,000
Total: =: 80 Private Sector Partnership Arrangements Not Available
29
APPENDIX C
Summary of Strategic Positioning
Emerging Transitional Entrepreneur Existing
Worker Worker Worker Worker
1. ECE X X X
2. SSDC X X X X
3. Nursing X X X
4. EMT X X X
5. CTE Support X X X
6. K-12 Outreach X X X X
7. Running Start X X X X
8. Lifelong Learning X X X X
9. Transition Programs X X X X
10. Culinary Arts X X X X
30
APPENDIX D
Summary of Cochise College Outcomes - FY10
1. Early Childhood Education (ECE)
• The Coordinator of Teacher Education worked with the Professional Career Pathway Project (PCPP) as well as
with T.E.A.C.H. Early Childhood® ARIZONA to help recruit and retain child care providers who are receIving
scholarships to obtain or renew their Child Development Associate or to earn an Associate degree in Early
Childhood Education. In FY10, 12 students were able to take 42 credits of ECE courses via PCPP" Through
T.E.A.C.H., 21 participants were enrolled in a total of 212 accumulative credits for FY 2010.
• Early childhood education courses are offered on a two year rotating cycle ensuring that students may complete
the degree in a timely manner. Resources have been allocated In a manner consistent with this goal.
• Adequate resources were provided to maintain the two year cycle of course offerings.
• The Coordinator of Teacher Education IS a member of the board of directors of the Cochise Education
Foundation, participates in meetings and activities through First Things First and serves as a pOint of contact
as well as advisor for T.E.A.C.H. scholars. The Coordinator works with students, community members, and
businesses to provide materials and support to local teachers through projects such as the "Tissue Issue".
.. Cochise College Early Childhood Education courses are In line with all state standards relevant to the field.
Transfer articulation agreements with the state universities are In place based upon the criteria established
through the statewIde Early Childhood Education Articulation Task Force.
.. Courses offered by Cochise College are fully aligned with state requirements for an Early Childhood
endorsement on an Elementary Education teaching certificate, with university early childhood education
programs, and with Arizona's ECE Articulation Task Force's Common Course MatriX.
2. Small Business Development Center (SBDC)
• 42 Long Term Clients
• 23 Business Start-ups
• 233 Jobs Created
• 5 JOint Counseling Cases
31
3. Nursing and Allied Health
• The college continued offering the CNA, MA, RN and EMS programs, is updating and improving all the allied
health areas, began work to expand its allied health curriculum to include a new Medication Assistant program,
and will expand the CNA program to Willcox In 2011.
• The college has continued using the SmarTest to support student success on the NCLEX-RN instrument, with
the result being over a 90% pass rate. The college has begun to use the SmarTest for EMT students and is
planning to utilize it for the revised Paramedicine program.
• The program hired and/or retained the faculty and staff needed for effective delivery of allied health curricula.
• The Paramedicine degree program is being refined for enrollment in 2011.
• The college continues its partnership with the American Heart Association for ACLS and PALS training through
its Center for Lifelong Learning.
• The program has begun reviewing and revIsing the cUrriculum based on a customized, detailed analysIs of the
most recent NCLEX results.
4. Emergency Medical Technician (EMT) and Paramedicine
• One complete EMT course has been offered every semester at the Benson Center, with a range of 10-24
students, with plans for offering EMT174 for Fall 2011 at the Willcox Center.
• The assistant director of Allied Health position has remained unfilled this year while its value IS assessed.
• A strong relationship between the Benson EMT program and Health Care Innovations (Benson ambulance)
provides employment opportunities for students completing EMT174.
5. Career and Technical Education (CTE)
• The BCT and HVAC programs were housed In a leased facility near the Sierra Vista campus dUring FY10, then
relocated to a modified CTE Building on campus. These modifications included fencing to enclose the back of
the building to store supplies, the dropping of power and compressed air lines into two new labs In the building,
the piping of natural gas into the HVAC lab, and the addition of new stools and tables for the BCT lab.
• The lead instructor for the BCT program became involved In several off-campus events to raise community
awareness regarding the BCT program. ThiS included work with the Southern Arizona Contractors Association
(SACA) and with Habitat for Humanity.
32
• The curriculum was modified for BCT courses; the classes were expanded and an online component was
included to expand the material covered In class.
• Outcome: Enrollment was expanded In certain CTE programs, including Avionics Technology (which increased
65%, from 20 enrollments to 33 enrollments) and BCT (which Increased 86%, from 169 enrollments in 2008 to
316 In 2010).
6. K-12 Outreach
• The project entitled "K-12 Outreach" did not really become engaged in the activities specifically planned for it
although other activities at the college have been developed to encourage high school student achievement and
transition to higher education.
7. Running Start
• Marketing brochures were created and distributed at numerous venues. In addition, several Cochise College
representatives attended meetings and functions with stakeholder groups. Running Start programs have also
been featured in various local media.
e There are junior and senior cohorts on the Sierra Vista campus and a senior cohort on the Douglas campus.
e The mechatronlcs program was approved by the college and the program was launched.
• The Running Start version of the college's Administration of Justice program was Initiated on the Douglas
Campus during the spnng 2010 semester.
• The college has developed one engineering/physIcs lab and one fully-eqUipped mechatronics lab.
• An advisory committee including representatives from Ft. Huachuca was established and has met.
• Instructors for engineering, mechatronics, and mathematics were hired In support of the Running Start program.
• A pathway was created with area high schools so that students can complete high school graduation
requirements and begin college classes without Interfering with state education funding allocations.
• One of the engineenng courses is articulated with the three state universities; the other course is articulated
with two universities and the third IS pending. The degree IS fully aligned with the Arizona General Education
Curriculum for Science (AGEC-S) requirements.
33
• Students in the program have been tracked since the spring of 2008 cohort began at the college for enrollment
and for GPA.
8. Center for Lifelong learning (Cll)
• The Center delivered at least two new workforce training programs in each of the College's constituent
communities.
• Cll offered community education programs in underserved areas, including Douglas, Bisbee, and Benson.
Due to new construction of the Willcox Center, it was not possible to hold programs In FY 10. but a full schedule
of programs will be offered in FY11.
• The staff began recording and analyzing program enrollment and success, using an Improved database.
• Cll expanded productivity In terms of both enrollment and program growth, with a 34.6% increase in
enrollments and a 22.2% Increase In programs..
• Cll established and/or maintained 24 partnerships with a wide variety of community institutions.
9. Transition Programs
• Participating students earned a GPA of 2.85.
• All 25 students completed the semester with Cochise College and only five did not earn all of the credit In which
they were enrolled.
• Of the 25 students enrolled In the Fall of 2009, 17 were retained for the Spring of 2010, for a retention rate of
68%.
• Out of the approximately 125 grades posted for students Involved In the program, there were 6 "0" grades, 6 "F"
grades, and 2 "W" grades.
• The students who onglnally enrolled in the Fall 2009 semester enrolled In 148 credits for the Spnng 2010
semester.
34
10. Culinary Arts/Hospitality Administration Program
• The College hired a new full time faculty member who has worked with associate faculty and a community
advisory committee to improve and expand the curriculum and began establishing district-wide teaching
standards.
• The AAS degree program was revised to place more emphasis on cooking classes. AAS and certificates are
now closely related to industry standards. The curriculum has been streamlined for completion within a two­year
time frame; work has begun on implementing a core culinary curriculum that can be completed In one year;
and several new classes were added to the curriculum.
• Enrollments in the Culinary Arts program increased by 9%, from 178 in 2008-09 to 194 in 2009-10.
• College personnel have made high school visits and helped with planning Buena High School's new culinary
facility. More than 250 students were present for the culinary arts demonstration at the high school.
35
REPORT ON WORKFORCE DEVELOPMENT
EXPENDITURES
A.R.S. §15-1472
FY 2009-10
COCONINO COUNTY COMMUNITY COLLEGE
DISTRICT
Submitted by:
Dr. Leah Bornstein
President
36
COCONINO COMMUNITY COLLEGE
2800 South Lone Tree Road
Flagstaff, Arizona 86001
928.527.1222
www.coconino.edu
OVERVIEW
Given its expansive district and limited resources, Coconino Community College (CCC)
is continually challenged to provide effective countywide workforce development
programs and services. Economically, Coconino County is in a state of transition from
resource-based employment (e . g, forest products, mining, grazing) to tourism and
technology-based industries. However, the outcomes achieved via Prop 301 funds will
enable CCC to work toward fully accomplishing its mission. to provide personalized and
accessible opportunities in higher education by offering transfer, career, and technical
programs to county residents
EXECUTIVE SUMMARY
CCC's Lone Tree Campus and district offices were completed in January 2002.. The
College then focused resources at the original Fourth Street Campus on career and
technical education.. Fourth Street houses the Industrial Technology and Construction
programs, the CISCO Academy Regional Center, the Nursing Program, three
informational technology training labs, a videoconferencing classroom, Fire and
Emergency Medical Sciences, Allied Health programs, Culinary Arts, an exercise/dance
studio, adult education and GED testing, the Small Business Development Center, and
the Community and Corporate Learning Center The adult education classroom furthers
partnership opportunities with the Arizona Department of Economic Security
CCC continues to enhance and leverage existing resources and partnerships to expand
its delivery of workforce development programs and activities throughout the District
CCC's Fourth Street Campus and Technology Center serves as the nexus of these
efforts This location is in close proximity to the Coconino Career Center and local
Workforce Investment Board (WIB) and the Arizona Department of Economic Security
(DES) office, two key College partners The Coconino County Workforce Investment
Board has certified the College as a training provider, in full compliance with Workforce
Investment Act requirements.. Consequently, the Career Center and DES will
supplement the College's service delivery and direct their clients to the training
opportunities available at CCC.
37
SECTION I:
Introduction
CCC is the main training entity in workforce development for the county. Due to the
rural nature of the county and its dispersed population, for-profit training institutions are
not viable. The College must meet this need To do so in the rural environment is costly
and challenging. In FY 02, CCC utilized Proposition 301 funding to support three key
areas of workforce development training including support for the Fourth Street Campus
and Technology Center, CISCO and the Industrial Technologies and Construction
department Funding for these areas has continued with the addition of the new nursing
program in FY 04. For FY 10 support for these areas will again continue with the
exception of support for the Fourth Street Campus and Technical Center which needed
to be transferred to the General Fund due to the decline in funding.
SECTION II:
Strategic Positioning for Workforce Development and Accountability Measures
1. CISCO
The College's CISCO Networking Academy program is the Regional Center in northern
Arizona. The CISCO program was implemented in July 2001 Student, community, and
business interest in the CISCO program has been strong; CCC serves as the regional
training center and continues to develop and support local academies under the CISCO
structure.. Continued support for CISCO enabled CCC to provide training for additional
instructors at the local academy level and provide instruction for students at CCC Work
Force Development funded salaries and benefits for the coordinator for the CISCO
program.. All operating costs were supplemented by the general fund This initiative
was supported with $34,550 or 9.2 percent of the Prop 301 budget
2. Industrial Technology/Construction
Early in FY 03, the Fourth Street Campus and Technology Center was remodeled. This
project included construction of a shop and classrooms to house the Industrial
Technologies and Construction program.. The ITC program serves as the trades'
training center and provides crucial training opportunities for the district's burgeoning
construction trades including recent growth in the green building emphasis areas. This
year's funding supported the salary and benefits of the Department Chair of Industrial
Technology and Construction to ensure continued management and growth of viable
programs This initiative was supported with $85,225 or 22.6 percent of the budget
3. Nursing
The College's newly established associate of applied science degree in nursing is an
exceptional vehicle for fulfilling its mission in prOViding accessible, affordable, and
transferable opportunities in higher education to residents of Coconino County.. Rural
Arizona shares in the critical shortage of nurses, which negatively impacts the quality of
healthcare and the general economy of the state. The College's nursing program is
impacting healthcare and workforce needs by providing a career opportunity with higher
38
pay, while addressing the critical shortage of skilled nurses in northern Arizona.. The
program primarily serves students who live in the county, who turn to the Community
College for help in meeting their career objectives, and who plan to remain in the
county. The demand for this program continues to grow. CCC increased the number of
admissions to 40 during the 2007/08 academic year The college obtained full approval
of the nursing program in the fall of 2010. WFO funded salaries and benefits for the
administrator and two faculty members for the nursing program.. All operating costs
were supplemented by the general fund This initiative was supported with $256,888 or
68.,2 percent of the budget
SECTION III:
Budget Overview
See Attachments A for bUdget overview
SECTION IV:
Private Sectorlln Kind Contributions
See Attachment B for Private Sector/In Kind Contributions.,
SECTION V:
Demographic Profile of District
CCC serves an 18,608 square mile geographical area,. The district encompasses a
region of vast diversity. Approximately 29 percent of the county's 115,000 citizens are
Native Americans, residing on five reservations and experiencing 25-40 percent
unemployment in their communities. Also, 10 percent of the county's residents are of
Hispanic heritage and are substantially under-represented in rapidly growing
technology-related occupations.,
39
ATTACHMENT A
Workforce Development Expenditures
FY 2010
COCONINO COMMUNITY COLLEGE
Budget Overview,- _
Budget Item :=J Allocated ~~ed ==raudget Balance] % Expended
CISCO (B2105C)
Salaries $26,409 $26,409 0 100
Benefits $8,141 $8,141 0 100
Sub-total $34,550 $34,550 0 100
Vocational Education (B2155)
Salaries $65,952 $65,952 0 100
Benefits $19,273 $19,273 0 100
-
Sub-total $85,225 $85,225 0 100
---'-------- -- --
Nursing (B2134)
--r----
Salaries $203,178 $203,178 0 100
Benefits $53,710 $53,710 0 100
Sub-total $256,888 $256,888 0 100
TOTAL $376,663 $376,663 0 100
-
40
ATTACHMENT B
Private Sector Contributions
FY 2010
Coconino community college is committed to leveraging state dollars with private sector
contributions. The chart below indicates the private sector and in kind contributions
CCC received during the 2010 fiscal year.
Company Amount of Contribution
Nestle Purina $5,000
Flagstaff Rotary Foundation $1,000
Flagstaff Medical Center $100,000
Kemper & Ethel Marley Fund $86,159
JP Morgan/Chase Bank $20,000
City of Flagstaff $10,000
Robert & Audrey Erb $1,000
Coconino County Board of Supervisors $5,000
Raymond Foundation $25,000
---
Sunwest Bank $1,500
W.. L Gore and Associates $13,500
CampusWorks $5,000
GeoFund $5,000
Dr. Leah Bornstein & Joe Finley $5,000
Robertson Family Trust $1,000
Hi Line Vending (Pepsi) $3,682
Flagstaff Community Foundation $5,000
Roger & Elizabeth Fontaini $1,000
Mangum, Wall, Stoops, & Warden $1,000
Val & Dale Gleave $1,000
Other undetermined sources $100,000
41
REPORT ON WORKFORCE DEVELOPMENT
EXPENDITURES
A.R.S. §15-1472
FY 2009-10
GRAHAM COUNTY COMMUNITY COLLEGE DISTRICT
Submitted by:
Mark Bryce, J.D.
President
42
EASTERN ARIZONA COLLEGE
615 North Stadium Avenue
Thatcher, Arizona 85552
928.428.8233
www.eac.edu
OVERVIEW
Eastern Arizona College devised and implemented a Workforce Development Plan for
FY 09 to embrace the spirit of Proposition 301 and to address the unique requirements
of its rural Graham and Greenlee Counties' service area as well as the Gila Service
area by contracted services provided to Gila County by Eastern Arizona College
Eastern Arizona College's FY 2010 Workforce Development Plan included the following
goals and purposes
• Strengthen teaching and learning through support for new instructional technologies
and the infrastructure needed for those technologies including continued mediation
of classroom facilities .
• Assist in the support of the Small Business Development Center (SBDC) to meet the
needs of small businesses in Eastern Arizona College's Graham and Greenlee
service area..
EXECUTIVE SUMMARY
Funding was allocated to achieve proposed goals and purposes.. Eastern Arizona
College's workforce Development Plan for FY 2010 targeted two of five categories
authorized by A.RS. § 15-1472
SECTION I:
Introduction
Actual Proposition 301 revenues and expenditures are disaggregated in Attachment A
A summary of Eastern Arizona College's Workforce Development Plan matrix is
presented in Attachment B.
43
SECTION II:
Strategic Positioning for Workforce Development and Accountability Measures
1. Strengthening Teaching and Learning (Mediated Classroom Technology)
This proposal was funded to provide continued instruction and training enhanced by the
use of new mediated classroom equipment The equipment expenditures directly
enhance our Academic Programs Building and new Nursing Education BUilding
Classroom mediation continues to positively impact the quality of instruction and student
learning outcomes, Eastern Arizona College is committed to fully mediating all
classrooms,
2. Facilitate Support for Small Business Development Centers
Funding assisted the local SBDC goals of advisement and counseling for new and
developing businesses and employment opportunities
SECTION III:
Budget Overview
See Attachment A for budget overview
SECTION IV:
Private Sector/In Kind Contributions
There were none"
SECTION V:
Demographic Profile of District
Eastern Arizona College, founded in 1888, currently serves residents of Graham and
Greenlee counties In addition to the main campus in Thatcher, the College delivers
educational programs at 12 other locations and contracted services to Gila County"
During FY 2010, Eastern Arizona College enrolled 5,179 students in Graham County,
130 students in Greenlee County, 845 students in prison programs, and 4,143 in Gila
County for a total of 10,297 students" In Graham and Greenlee Counties service area
there was an increase of 15,,5% in Full-time Student Equivalents, and an enrollment
increase of 6,1 % as compared to FY 2009, In the Gila County service area there was a
2,,1% increase in Full-time Student Equivalents, despite an 11 % decrease in enrollment
to a change in senior tuition waiver policy as compared to FY 2009, The proportion of
full-time students In Gila County continues to grow by more than 10% per annum
44
ATTACHMENT A
Workforce Development Expenditures
FY 2010
EASTERN ARIZONA COLLEGE
Budget Overview
Budget Item Amount of Expenditure
$364,644
35,000
Technical infrastructure including mediated classroom technology
.-----=-:..-..t---------=~--:...:-
Facilitate support for Small Business Development Center
TOTAL $399,644
45
ATTACHMENT B
EASTERN ARIZONA COLLEGE
Workforce Development Plan Matrix
FY 2010
A.R.S. § 15-1472
Goal Accountability Allocation Budgeted Actual
Purposes Measurement of Funds Amount Amount
Partnerships with Enhance support Graham/Greenlee Graham/
businesses and for economic educational Greenlee
educational development and partnerships educational $135,000 $13,487
institutions educational assisted
partnerships
partnerships
Additional faculty for Enhance support Expanded Expanded
improved and for occupational occupational occupational
expanded training training in areas of training in
classroom importance to rural areas of 75,000 0
importance
instruction and Arizona to rural
course offerings communities Arizona
communities
Enhance support Other classroom Expanded
for classroom training support classroom 75,000 0
training training
Technology, Strengthen Continuation of Continuation
equipment, and teaching and mediated of mediated
technology learning through classroom classroom
infrastructure for support for new technology and
technology
advanced teaching instructional updated computer oanf dcoumppduatteinrg 180,000 351,157
and learning in technologies and equipment equipment
classrooms or the infrastructure
laboratories needed for those
technologies
Student services
such as Facilitate support SBDC partnership SBDC
assessment, for Small partnership
advisement, and Business match 35,000 35,000
counseling for new Development
and expanded job Centers
opportunities
To purchase, lease,
or lease-purchase
of real property, for
new construction,
None None None NA NA
remodeling, or
repair of buildings
or facilities on real
property.
TOTAL PROJECTED/
ACTUAL FUNDING
1$500,000 I $399,644
46
REPORT ON WORKFORCE DEVELOPMENT
EXPENDITURES
A.R.S. §15-1472
FY 2009-10
MARICOPA COUNTY COMMUNITY COLLEGE
DISTRICT
Submitted by:
Dr. Rufus Glasper
Chancellor
47
MARICOPA COMMUNITY COLLEGES
2411 West 14th Street
Tempe, Arizona 85281
480.731.8000
www.maricopa.edu
FY 2009-2010 Proposition 301 Workforce Development
and Job Training Annual Report
OVERVIEW
The Maricopa Community Colleges are committed to the workforce development and
job training needs of its many constituents We exist in a dynamic and global
environment where workforce demands of the public and private sector evolve and
change at a rapid pace, and shifts in population demographics of the workforce present
enormous challenges During these challenging economic times, we have worked to
align our strategies to ensure partnership development, resource leveraging, and
tailored workforce development and training that meets the needs of the employer
community in the Greater Phoenix region.
SECTION I: Introduction
Establishment of Funding Criteria and Process
The Chancellor's Executive Council reviews and approves the Proposition 301
allocation process The process stipulates that each College and Skill Center receive a
$50,000 base allocation. The most recently established Colleges receive a $50,000
supplemental allocation (Chandler-Gilbert, Estrella Mountain, Paradise Valley, and
South Mountain) The balances of allocable funds are distributed to Colleges and Skill
Centers on the basis of the annual occupational Full Time Student Equivalent (FTSE)
enrollment (see Appendix A) .
The allocation process aligns with the FY 10 Proposition 301 Annual Plan that was
approved by the Maricopa County Community College District (MCCCD) Governing
Board and submitted to the Arizona Department of Commerce As the funds are
allocated to the Colleges, they continue to target opportunities that assist in workforce
development As defined by state statute, funds were deployed for the following
purposes
1. Partnerships with businesses and educational institutions,
2.. Additional faculty members for improved and expanded classroom
instruction and course offerings,
3 Technology, equipment, and technology infrastructure for advanced
teaching and learning in classrooms or laboratories,
4. Student services such as assessment, advisement, and counseling for
new and expanded job opportunities, and
48
5. The purchase, lease, or lease-purchase of real property, for new
construction, remodeling or repair of buildings or facilities on real property
The Maricopa Occupational Administrators Council was directed to establish an agreed
upon set of industry priorities that were recommended to the Colleges for their
allocation.. The industry priorities identified for FY 10 were.:
• Aerospace and Aviation
• Biosciences
• High Technology/Manufacturing
• Advanced Business and Financial Services
• Health Care
• Teacher Education
• Public Safety/Homeland Security
��� P-20 Career Pipeline Development
• Sustainability and Green Technologies
• Apprenticeships/Internships and Re-training
• Response to Local Workforce Needs
In addition, the Colleges were encouraged to give additional consideration to the
following emerging workforce trends in the expenditure of their allocation
• Changing Demographics in the Workplace
• Soft Skills/Job Readiness Development
• Systems Thinking as it applies to the Workplace
• Math and Science Skill Development
• Globalization
Each College is required to submit its proposed plan for the use of its allocation which
aligns with the recommended industry priorities and emerging workforce trends These
plans must be received prior to the allocation of the resources
SECTION II:
Strategic Positioning for Workforce Development and Accountability Measures
The Proposition 301 funds were allocated to the ten Colleges and two Skill Centers with
the requirement that the following criteria would be reported for inclusion in the
Proposition 301 Annual Report for the District, and were based on their individual
College proposed plan required prior to allocation of funding
1 IndustrylWorkforce Initiative per Industry Priorities and Trends
2. Allocation of Funds Spent and Description of Funded Projects
3. Performance/Outcome Measures
4 Private Sector/In Kind Contributions
49
Appendix B includes the FY 10 individual College reports which respond to these
criteria The following section is the outcome information regarding the Maricopa Small
Business Development Center for FY 10.
Maricopa Small Business Development Center (SBDC)
An important aspect of workforce development in the 21 sl century economy is nurturing
an entrepreneurial workforce The following outcomes resulted from the allocation of
Proposition 301 funding to the Maricopa Small Business Development Center.
1.. In 2009-2010, SBDC staff supported the Prop 301 initiative with the following
client work
• One-on-one counseling to 2,040 small businesses, with 6,019 hours,
leading to 443 new jobs, 169 retained jobs, 139 startups, $16 5 million in
new capital, and $174 million in increased revenues.
• Presented -168 seminars and workshops to 1,511 participants throughout
the Phoenix metro area, many at various Maricopa college campuses.
2.. The Maricopa SBDC has extensive partnership relationships throughout the
community. The strength of these partnerships can be gauged by the fact
that several of the organizations contribute funds to the support of the SBDC.
Notable examples include
• The City of Phoenix Small Business Department and Neighborhood
Services Department, to whose clients we provided business advice and
training.. We also provided intensive business assessments and technical
assistance to City of Phoenix clients. The City of Phoenix granted the
SBDC $25,000 to provide Viral Marketing assistance in 2010
• The City of Mesa Neighborhood Services Department to whose minority,
woman, and micro business clients we provided business advice. The
City of Mesa contributed almost $75,000 to the SBDC under Community
Development Block Grant funding during 2010.
• The City of Scottsdale provided office and training space in its downtown
facilities for the SBDC.
• The City of Glendale and Glendale Community College provided
commitments that allowed the AZSBDC Network to bid on the Statewide
Procurement Technical Assistance Center grant, which will be decided by
year end
3. The Maricopa SBDC has worked hard to increase its linkages with Maricopa's
Colleges Significant progress has been made in this regard including
• Continuing of the SBDC's first satellite center, "M3 SBDC" (signifying
Mesa Minority/Micro business) in October 2005 at the MCC downtown
campus
50
• Continuing the operation of a satellite center at the Rio Salado Life Long
Learning Center in Surprise which opened in September 2008.
• Opening of a satellite center in downtown Scottsdale in Aug 2009, and
coordinating seminars and classes with SCC Piute Center
• Provided counseling, seminars, and classes for PVCC, with plans to open
a satellite office there by year end 2010
• Provided counseling, seminars, and classes for Glendale/Peoria area, with
discussions with GCC regarding having an SBDC satellite office in the
near future for 2011
• Planning and budgeting for a satellite office at Estrella Mountain in
January 2011 Also working on online Entrepreneurship curriculum
• Assisted Gateway with small business incubator, and provided assistance
with entrepreneurial center planned Co-accredited NxLevel small
business curriculum and are looking at other small business offerings
4. Minority Program - Prop. 301 funds the salary for the Program Coordinator,
and supports minority centers in Mesa, minority programs offered throughout
the District, and classes and workshops specifically targeting minority groups..
Our Minority Program Coordinator was recognized by the U S Small
Business Administration as the Minority Advocate of the year for 2010.
Results from working with minority clients of the center reflect 134 new jobs,
85 retained jobs, 28 startups, $900 thousand in increased capital, and $3.1
million in increased sales .
5.. High Technology Program - Prop 301 funds the salary for the Program
Coordinator, and supports technology programs the Center sponsors
throughout the District For example, the SBDC has built relationships with
incubators for Chandler-Gilbert (providing two days per week on-site
counseling and assistance, along with training, mentor meetings, and other
services) and assistance with a new Incubator for Gateway CC, via business
plan assistance, serving on advisory committee, etc.
6 In 2010 the Maricopa SBDC and State Office applied for and received a grant
from the US Small Business Administration for Clean Technology. A 3-year
$140K per year award, the grant is providing additional funding to expand
technology offerings to Green businesses, and providing technology
readiness assessments, SBIR, intellectual property, entrepreneurial training,
and other specialized client services. Results from working with technology
businesses of the center reflect 90 new jobs, 37 retained jobs, $5.6 million in
increased capital, and $3.1 million in increased sales
51
SECTION III:
Budget Overview
The Maricopa Community Colleges FY 10 Actual Expenditures totaled $6,028,891 (see
Appendix A).. The detailed College reports include the status and outcomes of the
Proposition 301 initiatives (see Appendix B).
SECTION IV:
Private Sector"n Kind Contributions
At the request of the Joint Legislative Budget Committee (JLBC), the Maricopa
Community Colleges have provided a summary of information regarding the identified
private sector contributions and benefits from the use of Proposition 301 funds to
support workforce development program outcomes. These contributions are provided
in Appendix B by project and by College Please note that the Colleges reported those
contributions that could be clearly identified and quantified If there was not an agreed­upon
formula or mechanism in place to establish a monetary value of the in-kind
contribution or service, a dollar amount is not shown.
Private sector contributions varied from direct cash to a wide range of in-kind and less
tangible benefits to the workforce development programs.. Examples of some of those
contributions and benefits include:
• Direct cash for program development/expansion/faculty/support staff
• Use of facilities
• Marketing support
• Provision of supplies and course materials
• Provision of speakers
• Capital (equipment)
• Access to state-of-the-art, specialized equipment
• Scholarships and tuition for employees enrolled in specialized programs
• Career/job opportunities
• Internships
• Clinical sites for healthcare programs
• Collaborative projects with community agencies (shared expenses)
• Leveraging additional program dollars from local, state, and federal sources
• Strengthening of advisory committees with local expertise and higher level
individuals within the industry or employment sector
Please note that this document only reflects those contributions and benefits related to
specific programs funded by Proposition 301 dollars, not all workforce development
programs supported by the ten Colleges.
52
SECTION V:
Demographic Profile of District
The Maricopa Community College District ranks as the nation's largest system of its
kind and is the largest single provider of higher education and job training in Arizona.
The District serves as a major resource for those seeking post-secondary education and
training .. Consisting of ten regionally accredited Colleges, two Skill Centers and multiple
satellite education centers located throughout the 9,000+ square miles of Maricopa
County, Maricopa has 3,800 full and 4,100 part-time employees and an annual budget
of over $1 billion.
Maricopa educates and trains more than 260,000 persons annually, with nearly 220,000
enrolled in credit courses and over 41,000 enrolled in ABE/GED, skill center, non-credit
and special interest courses and programs Maricopa's student body is 55 percent
female and 42 percent male, ethnic compositions include 55 percent white, 20 percent
Hispanic, 7 percent African American, 4 percent Asian, and 3 percent American Indian
In the 2008-09 academic year, the District awarded over 18,000 degrees and
certificates.. That same year, nearly 6,200 Bachelor degree recipients from Arizona's
three pUblic universities graduated with 12 or more credits from the Maricopa
Community Colleges
The Maricopa Community Colleges are recognized as a premier provider of workforce
development and job training programs and services. Maricopa has a tradition of being
responsive to employer needs and providing training and education that lead to
marketable skills and gainful employment
Source. MCCCD 2009 Fact Book
53
APPENDIX A
Maricopa Community Colleges
FY 2009-10 Proposition 301 BUdget by Charge Centers
FY09·10 %
Charge Ctr Description Actual $ Actual $ Cum%
Numerical Order By CC
1 Aerospace & aviation $ 0.0%
2 Bioscience/biotechnology $ 0.0%
3 High tech $ 143,020 2.4%
4 Advanced business & financial services $ 42,389 0.7%
5 Health care $ 832,433 138%
6 Teacher education $ 567,390 9.4%
7 Public safety/homeland security $ 322,125 53%
8 Career pipeline development $ 233,135 39%
9 Apprenticeships/internships & retraining $ 214,314 3..6%
10 Response to Local Workforce Needs $ 788,529 131%
11 Sustainability & Green Technologies
12 Quality Instruction $ 2,885,556 479%
$ 6,028,891 100.0%
Sort· Descending Magnitude Budget $
12 Quality Instruction $ 2,885,556 479% 479%
5 Health care $ 832,433 13.8% 617%
10 Response to Local Workforce Needs $ 788,529 13 1% 747%
6 Teacher education $ 567,390 94% 842%
7 Public safety/homeland security $ 322,125 5.3% 89.5%
8 Career pipeline development $ 233,135 3.9% 934%
9 Apprenticeships/internships & retraining $ 214,314 36% 969%
3 High tech $ 143,020 24% 993%
4 Advanced business & financial services $ 42,389 07% 1000%
1 Aerospace & aviation $ 00% 100.0%
2 Bioscience/biotechnology $ 00% 1000%
11 Sustainability & Green Technologies $ 0.0% 1000%
$ 6,028,891 100.0%
54
Maricopa Community Colleges
FY09-10 Prop 301
Distnct Summary By Prop 301 Charge Center
1 2 3 4 5 6 7 8 9 10 11 12
Advanced
Public safety Career Apprenticeships
Response to
Sustainability
Aerospace Bioscience i
High tech
business & Health Teacher
J homeland pipeline internships & to Local
& Green
Quality
&aviation biotechnology financial care education Total
security development retraining
Workforce
Technologies
Instruction
services Needs
Chandler-Gilbert $ - $ - $ 13,192 $ 6,526 $ 563 $ 27,062 $ 137,529 $ 26,273 $ - $ 6,508 $ 546,132 $ 763,783
GateWay $ - $ - $ 60,888 $ - $ 309,214 $ 45,405 $ - $ 45,709 $ 6,077 $ - $ - $ 467,294
Maricopa SC $ - $ - $ - $ - $ - $ - $ - $ - $ - $ 117,578 $ - $ 117,578
Estrella Mountain $ - $ - $ - $ 3,045 $ 30,800 $ 29,528 $ - $ 66,775 $ $ - $ 441,196 $ 571,344
SWSC $ - $ - $ - $ - $ 56,573 $ - $ - $ 24,958 $ - $ - $ - $ 81,530
Glendale $ - $ - $ 27,703 $ - $ (9,810) $ - $ 50,516 $ - $ - $ 4,617 $ 314,166 $ 387,191
Mesa $ - $ - $ 38,188 $ - $ 28,157 $ 64,673 $ - $ - $ - $ 252,225 $ 635,852 $ 1,019,095
Paradise Valley $ - $ - $ - $ - $ 98,662 $ 19,218 $ 124,448 $ - $ - $ 785 $ 100,031 $ 343,144
Phoenix College $ - $ - $ - $ - $ 312,788 $ - $ 9,632 $ - $ - $ 28,156 $ 199,708 $ 550,284
Rio Salado $ - $ - $ - $ - $ - $308,131 $ - $ - $ 208,237 $ - $ 219,384 $ 735,752
Scottsdale $ 3,049 $ 5,487 $ 23,915 $ 54,525 $ 83,094 $ 321,498 $ 491,569
South Mountain $ - $ - $ - $ 32,818 $ - $ 49,459 $ - $ 14,895 $ - $ - $ 107,590 $ 204,762
SBDC/DW $ - $ - $ - $ - $ - $ - $ - $ - $ - $ 295,565 $ 295,565
Total $ - $ - $143,020 $ 42,389 $ 832,433 $567,390 $ 322,125 $ 233,135 $ 214,314 $ 788,529 $ 2,885,556 $ 6,028,891
55
Maricopa Community Colleges
FY09-10 Prop 301
Budget $ By Prop 301 Charge Center
FY09-10 %
Charge Ctr Description Budget $ Budget $ Cum%
Numerical Order By CC
1 Aerospace & aviation $ 00%
2 Bioscience/biotechnology $ 0.0%
3 High tech $ 96,042 1.6%
4 Advanced business & financial services $ 94,684 1.6%
5 Health care $ 655,112 11 1%
6 Teacher education $ 511,420 87%
7 Public safety/homeland security $ 315,281 54%
8 Career pipeline development $ 116,351 20%
9 Apprenticeships/internships & retraining $ 105,937 1.8%
10 Response to Local Workforce Needs $ 896,647 15.3%
11 Sustainability & Green Technologies $ 5,000 01%
12 Quality Instruction $ 3,079,398 524%
$ 5,875,872 100.0%
Sort - Descending Magnitude Budget $
12 Quality Instruction $ 3,079,398 524% 524%
10 Response to Local Workforce Needs $ 896,647 15.3% 67.7%
5 Health care $ 655,112 11 1% 788%
6 Teacher education $ 511,420 87% 87.5%
7 Public safety/homeland security $ 315,281 5.4% 92.9%
8 Career pipeline development $ 116,351 20% 94.9%
9 Apprenticeships/internships & retraining $ 105,937 1.8% 96.7%
3 High tech $ 96,042 1.6% 983%
4 Advanced business & financial services $ 94,684 1.6% 99.9%
11 Sustainability & Green Technologies $ 5,000 01% 1000%
1 Aerospace & aviation $ 00% 1000%
2 Bioscience/biotechnology $ 0.0%
$ 5,875,872 100.0%
56
Maricopa Community Colleges
FY09·10 Prop 301
District BUdget Summary By Prop 301 Charge Center
1 2 3 4 5 6 7 8 9 10 11 12
Aerospace & Bioscience! High Advanced Health Teacher Public safety! Career Apprenticeships Response to Sustalnability
aViation biotechnology tech business & care education homeland pipeline internships to Local & Green Quality
financial services security ~evelopmen & retraining Workforce Needs Technologies Instruction Total
Chandler-Gilbert $ - $ $ - $ $ - $ 33,640 $ 116'512 1$ 27,112 $ $ - $ $ 600,983 $ 778,247
GateWay $ - $ -
$ ",000 \'
- $ 195,773 $ - $ - $ - $ - $ 18,560 $ $ - $ 230,133
Maricopa SC $ $ $ - $ - $ - $ - $ - $ - $ - $ 81,014 $ - $ 81,014
Estrella Mountain $ $ - $ 18.110 $ 18,110 $ - $ - $ - $ 18,110 $ 41,937 $ 60,046 $ - $ 434,455 $ 590,767
SWSC $ - $ - $ - $ - $ 48,293 $ - $ 16,550 $ - $ - $ - $ - $ 64,843
Glendale $ $ $ 34,685 $ - $ 64,000 $ - $ 64,000 $ - $ 64,000 $ - $ - $ 325,607 $ 552,292
Mesa $ $ - $ 27,447 $ - $ 80,280 $ 37,760 $ - $ - Ii - $ 158,200 $ - $ 740,277 $1,043,964
Paradise Valley $ - $ - $ - $ - $ 100,000 $ 5,000 $ 74,021 $ - - $ - $ - $ 109,888 $ 288,909
Phoenix College $ - $ $ - $ - $ 166,766 $ - $ - $ - $ $ 35,940 $ - $
206'
412
1 $
409,118
Rio Salado $ - $ - $ - $ - $ $374,288 $ - $ - $ $ 116,129 $ - $ 220,584 $ 711,001
Scottsdale $ - $ - $ - $ 76,574 $ - $ 12,000 $ 44,198 $ 66,129 $ $ $ - $ 327,056 $ 525,957
South Mountain $ $ - $ - $ - $ - $ 48,732 $ - $ 5,000 $ - $ 69,759 $ 5,000 $ 114,136 i$ 242,627
SBDCi'GPEC Dues $ - $ - $ - $ $ - $ - $ - $ - $ $ 357,000 $ - $ - $ 357,000
Total $ - $ - $ 96,042 $ 94,684 $ 655,112 $ 511 ,420 $ 315,281 $ 116,351 $ 105,937 $ 896,647 $ 5,000 $ 3,079,398 $ 5,875,872
57
MARICOPA COMMUNITY COLLEGES
FYIO Projected Proposition 301 Revenue and Expenditures
Projected Revenue Available for Alloc. 1$ 8,972,900 $ 7,079,600
ALLOCAnONS I FY 2009 FY 2010
Faculty - Salary & Benefits $ 3,649,700 $ 3,578,313
SBDC $ 275,000 $ 315,000
GPEC Dues $ 27,000 $ 42,000
FY 2009IFY20 I0 Allocations to Colleges $ 4,018,200 $ 2,439,474
Contingency Reserve $ 1,003,000 $ 704,813
TOTAL EXPENDITURES.................... $ 8,972,900 $ 7,079,600
FY08 Occ Ed Base New College Per FTSE FY 2010
Colleges/Skill Centers FTSE Prorata Share Allocation Allocation Allocation Allocation
College 1,0598 5% 50,000 50,000 $ 77,264 177.264
Estrella Mountain 7724 3% 50,000 50,000 $ 56,3 12 156,312
Southwest Skill Center 2036 1% 50,000 $ 14,843 64,843
Gateway Community College 2,470.8 11% 50,000 $ 180,133 230,133
Maricopa Skill Center 4254 2% 50,000 $ 31,014 81,014
Glendale College 24235 11% 50,000 $ 176,685 226,685
Mesa Community College 3,4797 15% 50,000 $ 253,687 303,687
Paradise Valley Community College 1,0839 50/0 50,000 50,000 $ 79,021 179,021
Phoenix College 2,0946 9% 50,000 $ 152,706 202,706
Rio Salado College 6,0410 2t% 50,000 $ 440,417 490,417
Scottsdale Community College 2,0424 9% 50,000 $ 148,901 198,901
South Mountain Community College 390.8 2% 50,000 50,000 $ 28,49 I 128.491
TOTAL 22.4879 100% 600,000 200,000 $ 1,639.474 $ 2,439,474
FY 2009 Prop 30 I Allocation
Colleges/Skill Centers FY07 Occ Ed Prorata Share Base New College Per FTSE Total Allocation
Chandler Gilbert Community 9293 4% 50,000 50,000 129,852 $ 229,852
Estrella Mountain 685.4 3~/Q 50,000 ;0,000 95,772 $ 195,772
Southwest Skill Center 2323 1% 50,000 32,460 $ 82,460
Gateway Community College 2,565 I 11% 50,000 358,424 $ 408,424
Maricopa Skill Center 495 I 20/0 50,000 69.18 I $ 119,181
Glendale College 2,475.5 11% 50,000 345,904 $ 395,904
Mesa Community College 3,583 2 16% 50,000 500,684 $ 550,684
Paradise Valley Community College 1,0863 5% 50,000 50,000 151.790 $ 251.790
Phoenix College 2,1713 9% 50,000 303,398 $ 353,398
Rio Salado College 6.4749 28% 50,000 904,744 $ 954,744
Scottsdale Community College 1,9243 8% 50,000 268,884 $ 318,884
South Mountain Community College 408.7 20/0 50,000 50,000 57.108 $ 157,108
TOTAL 23,031.4 100% 600,000 200,000 $ 3,218,200 $ 4,018,200
58
--{ FY 2009-2010 Ii-'-----------------------------------------------,
C"i,;·A"''''.L,..''',;k"''''''tJ'''·;;.,'''''<''""·4,~''''j':;·.;''''',;""".)t;",i'"
MARICOPA COMMUNITY COLLEGES - CURRENT RESTRICTED FUND 3
PROPOSITION 301
REVENUE AND EXPENDITURE SUMMARY
Increasej (Decrease)
Amount Percent
$ (335,912) -9.84%
40,000 14.55%
12,000 40.00%
(1,578,726) -39.29%
203,728 20.37%
1,000,000 -31.61%
(2,504,485) -22.00%
0.00%
$ (3,163,395) -14.30%
FY 2008-09
Adopted
REVENUES BUdget % of Total
Prop 301 Sales Tax Revenue $ 8,972,900 40.56%
Prop 301 CapItal DistributlOn 0.00%
Interest Income 200,000 0.90%
Fund Balance Carryforward EstImate* 12,948,930 58.53%
Total Revenues $ 22,121,830 100.00%
EXPENDITURES
Quality InstructlOn $ 3,415,310 15.44%
Small Busmess Development Ctr. 275,000 1.24%
GPEC Dues 30,000 0.14%
College Workforce ImtlatIves** 4,018,200 18.16%
Reserve** 1,000,000 4.52%
Capital DistributlOn*** 0.00%
Carryforward EstImate* 11,383,320 51.46%
Carryforward for specIal projects 2,000,000 9.04%
Total Expenditures $ 22,121,830 100.00%
FY 2009-10
Adopted Budget % of Total
$ 7,004,600 36.95%
1,000,000 5.27%
75,000 0.40%
10,878,835 57.38%
$ 18,958,435 100.00%
7,079,600
$ 3,079,398 16.24%
315,000 1.66%
42,000 0.22%
2,439,474 12.87%
1,203,728 6.35%
1,000,000 5.27%
8,878,835 46.83%
2,000,000 10.55%
$ 18,958,435 100.00%
$ (1,968,300)
1,000,000
(125,000)
(2,070,095)
$ (3,163,395)
-21.94%
NjA
-62.50%
-15.99%
-14.30%
FY10 Carryforward Estimates mclude carryforward balances of Prop 301.
Colleges will receIve allocatlOns for workforce mltIatlves for workforce needs.
*** Mancopa receIved a $1 million scheduled each on FY04-05 and FY 07-08 for capItal distributlOn that IS glVen to a smgle
different commumty college campus every year on a rotatmg baSIS. MarIcopa will receIve $1 million m FY07-8 (EMCC),
FY09-10 (Chandler-Gilbert), FY09-1O (Williams Gateway) and FYl1-12(Red MountamjEast Mesa) for a total of $5 million.
59
Prop 301 Budget Balances as of 6130110 (Designated Carryforward)
Charge FYTD FYTD
Fund Unit Center Grant Initiative Description Op Budget Expenditures
320 100 328121 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Electrophysiology EqUipment
328202 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Bioscience Lab Tech Expansion
328006 RE Pr
328138
328304
328417
328418
328119
328200
328201
328509
328122 PROP 301 OTHER Culinary Program
328204 PROP 301 OTHER Legal Studies Electronic 12,278.82 14,593.52
328305 PROP 301 OTHER Fashion Design 27,823.66 13,562.50
327001 PROP 301 ADMIN P301 Faculty 206,412.00 199,707.84
TOTAL PHOENIX COLLEGE 522,517.68 550,283.84
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE 232,016.69 312,787.57
44150 PROP 301 TEACHER EDUCATION
44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY 43,986.51 9,632.41
44170 PROP 301 CAREER DEVELOPMENT
44180 PROP 301 INTERNSHIPS & RETRAINING
44190 PROP 301 OTHER 40,102.48 28,156.02
45430 PROP 301 QUALITY INSTRUCTION 206,412.00 199,707.84
522,517.68 550,283.84
Charge FYTD FYTD
Fund Unit Center Grant Initiative Description Op BUdget Expenditures
320 150 328009 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Immunohistochemistry Tral
328205 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Cadavar Specimens
328106 44120 PROP 301 HIGH TECH Cisco Networking Equip
328109 44120 PROP 301 HIGH TECH CAD Program Software
328233 44120 PROP 301 HIGH TECH CAD Faculty 34,685.00 27,703.11
328101 44140 ARE
328102 4414 ARE
328301 4 THCARE
328415 441 301 H HCARE
328110 44150 PROP 301 TEACHER EDUCATION
328007 44160 PR /HOMELAND SECURI
328100 OM NDSECURI
328103 OM SECURI
328107 ELAND SECURITY
328108 ELAND SECURITY
328206 OMELAND SECURITY
60
328207
328008
328105
328413
328414
328104
328416
327001
PROP 301 OTHER
PROP 301 ADMIN
TOTAL GLENDALE
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44160 PROP 301 PUBLIC SAFETY/HOIVIELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
44180 PROP 301 INTERNSHIPS & RETRAINING
44190 PROP 301 OTHER
45430 PROP 301 QUALITY INSTRUCTION
34,685.00
64,167.11 .
57,610.41
. .53,839.
129,306.
325,607.00
665,215.01
27,703.11
(9,810.16)
• 50,815.79,
22043.41
38844.73
FYTD
Expenditures
15309.06
30095.78
. _.' 0
o
45709.05
.0
.18
FYTD
22043.41
44128.33
o
Op BUdget
N
Polyso
Electroneurodiagnotics
Learning Center Tutor
OSH Technology
ABE & ESL Cent
ESLCenter
T-Ten
indus
NG
ING
441
441 0
44140
44140
44140
44140.
44140
44140
44140
44140
44140
44140
44140
44140
44150
44150
44160
44170
44170
4
Grant Initiative
328112
328401
328426
328011
328013
328111
328209
328235
328236
328237
328241
328300
328302
328303
328402
328403
328404
328427
328429
328430
328432
328208
328311
328055
328010
328400
328113
328238
Charge
Center
200
Unit
320
Fund
61
36789.18 0
596,022.70 467,293.57
66,171.74 60.888.14
353,175.70 309,214.36 '
32,378.74 45,404.84
i<~
98,432.85 45,709.05
9,074.49 6,077.18:,:
36,789.18
596,022,70 467,293,57
117,578.00 117,578.00
117,578.00 117,578.00
Cosmetology Statrtup
P301 Faculty
Water Technologies
Quality SpeCialist Program
Rapid Response Contingency
P301 Faculty
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
4 oF> 301 INTERNSHIPS & RETRAINING
441 OP 301 OTHER
45430 PROP 301 QUALITY INSTRUCTION
44180 PROP 301 INTERNSHIPS & RETRAINING
44180 PROP 301 INTERNSHIPS & RETRAINING
44190 PROP 301 OTHER
45430 PROP 301 ADMIN
TOTAL GATEWAY
328014 44190 PROP 301 OTHER
327001 45430 PROP 301 ADMIN
TOTAL SKILL CENTER
328239
328431
328012
327001
320 210
Charge
Fund Un~ Cen~r
320:~-~21~3~--:3~2~8~04';"7=-=i==~==~~==~=".....~~~~~~~~~,....
328048
328223
328131
328132
327001
FYTD
157,500.26
24957.75
o
81,530.40
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
44180 PROP 301 INTERNSHIPS & RETRAINING
44190 PROP 301 OTHER
45430 PROP 301 QUALITY INSTRUCTION
130,674.84 56,572.65
157,500,26 81,530.40
Fund Unit
Charge
Center Grant Initiative Description
FYTD
Op Budget
FYTD
Expenditures
320 250 328016
328136
44120 PROP 301 HIGH TECH
44120 PROP 301 HIGH TECH
Biotechnology Prog Expnslon
ManufactUring Program
12571.02
1914.91
oo
62
1,221,604.03
38187.68
28157.02
64672.51
87390.19
73936.73
o
90898.57
635,852.35
1.019,095.05
67447
81851:9
64672.51
87420:96
73936.74
613.42
90898.57
740,277.00
High Tech Program
HealthcarePrOgrams
Teacher Ed Exp
Culinary A
Vet Tech P
Interior Desig
High Demand
P301 Faculty
44120 PROP 301 HIGH TECH
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44190 PROP 301 OTHER
44190 PROP 301 OTHER
44190 PROP 301 OTHER
44190 PROP 301 OTHER
45430 PROP 301 ADMIN
TOTAL MESA
328419
328015
328017
328018
328019
328020
328137
327001
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
.44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
of' 301. INTERNSHIPS & RETRAINING
OP 301 OTHER
45430 PROP 301 QUALITY INSTRUCTION
81,932.93
81,851.90
740,277.00
1,221,604.03
38,187.68
Charge FYTD FYTD
Fund Unit Center Grant Initiative Description Op BUdget Expenditures
320~-";3~0~0;;""-""3;';2;';'80~2~2~":'44~1~2~0';";"'-=P~R';'O~P~30;"1~H~IG'"H-:-=T:E~C~H~----------~M~o~ti';"'on~P;;'ic~tu-re-=T"'el"'e"'vi-sl-o-n-----------.;.:;...;.,;;,,;;,;i~--""O-=:;.;....;;,;,,;,;;.;.~O
328025 44120 PROP 301 HIGH TECH Computer Lab 0 0
328027 44120 PROP 301 HIGH TECH Culinary Arts EqUipment 0 0
328028 44120 PROP 301 HIGH TECH Monitors for Architectural 0 0
328053 44120 PROP 301 HIGH TECH Autocad Software 0 0
328126 44120 PROP 301 HIGH TECH ForenSIc SCience Production 0 0
328211 44120 PROP 301 HIGH TECH Betabolic Cart 0 0
328213 44120 PROP 301 HIGH TECH Revit Software 0 0
328214 44120 PROP 301 HIGH TECH Clinical Simulators 0 0
328408 44120 PROP 301 HIGH TECH Animation Technology Cert 3052.9 3048.9
328021 4 PROP 301 BUS & FINANCIAL SERVICES Hospitality &Tourism 0 0
328026 44 LTH CARE Hi Te 00
328234 CARE Nursi . 0 0
328406 CARE Local 2 5486.72
328407 4414 PR CARE YogaTOO
328210 44150 PROP 301 TEACHER EDUCATION Taking Courses to Higher 0 0
328409 44150 PROP 301 TEACHER EDUCATION Faculty ProfeSSional Deve 27350.25 23915.14
328428 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY' SRPMIC Public Safety Acad 96583.11 0
328023 44170 PROP 301 CAREER DEVELOPMENT English for SpeCial Purpo 0 0
328024 44170 PROP 301 CAREER DEVELOPMENT CIS Fast Track Certification 0 0
328054 44170 PROP 301 CAREER DEVELOPMENT Home Remodeling Program 0 0
328123 44170 PROP 301 CAREER DEVELOPMENT Program Promotion 0 0
328212 44170 PROP 301 CAREER DEVELOPMENT Architectural 3-D Trainer 0 0
328405 44170 PROP 301 CAREER DEVELOPMENT Accounting TutOring Center 66583.09 54525.16
328124 44190 PROP 301 OTHER Tourism development & mgmt 13621.48 5637.44
328125 44190 PROP 301 OTHER Theatre Production 0 0
328127 44190 PROP 301 OTHER Business Institute 4243.46 61108
328128 44190 PROP 301 OTHER Rapid Response 25052.94 16348.95
63
327001 45430 PROP 301 ADMIN P301 Faculty 327,056.00 321,498.46
TOTAL SCOTTSDALE 569,029.95 491,568.77
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH 3,052.90 3,048.90
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
44180 PROP 301 INTERNSHIPS & RETRAINING
44190 PROP 301 OTHER 42,917.88
45430 PROP 301 QUALITY INSTRUCTION 327,056.00 321,498.46
569,029.95 491,568.77
Charge FYTD
Fund Unit Center Grant Initiative Description
320 350 328118 44130 1 BUS & FINANCIAL SERVICES ccupational Program
328031 44140 HEALTH CARE Program Expansion
328032 44140 EALTH CARE Dental Assist/Allied Health
328229 44140 P EALTH CARE Healthcare Programs 0
328029 44150 PROP 301 TEACHER EDUCATION Teacher Prep Expansion 0
328230 44150 PROP 301 TEACHER EDUCATION Education Programs 282874.44
328425 44150 PROP 301 TEACHER EDUCATION Education/Early Childhood 25256.31
328030 44160 .PROP 301 PUBLIC SAFETY/HOMELAND SECURITY Public Safety Programs
328033 44170 PROP 301 CAREER DEVELOPMENT AZTEC Software Implementation
328231 44170 PROP 301 CAREER DEVELOPMENT Online ESUUteracy
328232 44180 I RAINING Local Wor~force Needs
328406 44180 I RAINING Local WofktorceNeeds
327001 45430 PROP 301 ADMIN P301 Faculty
TOTAL RIO SALADO
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES 1.16
44140 PROP 301 HEALTH CARE (4,576.85)
44150 PROP 301 TEACHER EDUCATION 378,863.69 308,130.75
44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
44180 PROP 301 INTERNSHIPS & RETRAINING
44190 PROP 301 OTHER
45430 PROP 301 QUALITY INSTRUCTION 220,584.00 219,383.82
799,146.60 735,751.72
Charge FYTD FYTD
Fund Unit Center Grant Initiative Description Op Budget Expenditures
320 400 328036 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Bio & Environmental SClen
328139 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Title V Coop BUilding
328037 44120 PROP 301 HIGH TECH Cisco 0 0
328217 44120 PROP 301 HIGH TECH MusIc Busmess 0 0
328423 44120 PROP 301 HIGH TECH Tech SupportlAhwluke 640.63 0
328218 44130 PROP 301 BUS & FINANCIAL SERVICES Business Programs 0 0
328220 44130 PROP 301 BUS & FINANCIAL SERVICES Interpreter Training
64
328306
328307
328421
328035
328215
328216
328034
328308
328422
328424
328140
328219
328220
327001
PROP 301 TEACHER EDUCATION
PROP 301 TEACHER EDUCATION
PROP 301 CAREER DEVELOPMENT
PROP 301 CAREER DEVELOPMENT
PROP 301 OTHER
PROP 301 OTHER
PROP 301 OTHER
PROP 301 ADMIN
TOTAL SOUTH MOUNTAIN
67375.06
9800
10200
23499.23
o
5000
3834.21
114,136.00
274,238.42
49459.22
o
10096.41
4798.12
oo
o
107,589.88
204,761.72
77,175.06
107,589.88
204,761.72
32,818.09
49,459.22
640.63
39,753.29
8,834.21
114,136.00
274,238.42
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
44'180 PROP 301 INTERNSHIPS & RETRAINING,
44190 PROP 301 OTHER
45430 PROP 301 QUALITY INSTRUCTION
Fund Op Budget
320
Unit
450
Charge
Center
328041
328310
328309
328312
328313
328039
328017
328221
328040
328130
328420
328141
328240
327001
Grant
44100
44120
44130
44130
44130
44140
44150
44150
44160
44160
44170
44190
44190
45430
Initiative
PROP 301 AEROSPACE & AVIATION
PROP 301 HIGH TECH
PROP 301 BUS & FINANCIAL SERVICES
PROP 301 BUS & FINANCIAL SERVICES
PROP 301 BUS & FINANCIAL SERVICES
PROP 301 HEALTH CARE
PROP 301 TEACHER EDUCATION
PROP 301 TEACHER EDUCATION
PROP 301 PUBLIC SAFETY/HOMELAND RITY
PROP 301 PUBLIC SAFETY/HOMELAND ITY
PROP 301 CAREER DEVELOPMENT
PROP 301 OTHER
PROP 301 OTHER
PROP 301 ADMIN
TOTAL CHANDLER GILBERT
Description
Aerospace & Williams - New Hanger
Solar Panellntall Prg
Library Oce Ed Resources
Wison Education index
Crimi ustice
rogram
Teacher Ed Program Exp
Teacher Ed
Law Enforcement Academy
Fire Science
Business & Computing Stud
Electric Utility Tech Pro
CGCC Rapid Response
P301 Faculty
FYTO
o
20431.06
6526
oo
562.87
o
27061.68
113646.2
24935.39
26272.99
6507.62
62386.01
600,983.00
889,312.82
FYTD
Expenditures
o
13191.7
6526
,0
,0
562.87.
o
27061.68
1125
2493
26272.96
6507.62
o
546,131.55
763,783.11
13,191.70
6,526.00
562.8Y"
27,061.68
137,528.73.
26,272.96
20,431.06
6,526.00
562.87,
27,061.68
138,581.59
26,272.99
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44160 PROP 301 PUBLIC SAFETY/HOMEi.J!.ND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
65
. 301INTERNSHI~S& RETRAINING
301 OTHER
PROP 301 QUALITY INSTRUCTION 600,983.00
889,312.82
546,131.55
763,783.11
Charge FYTD FYTD
Fundl~_-:U;.:,n~it;,..._-:::C:,:;e~n~te~r_,,:"G~ra::::n;.;;t-:;ln::;i~ti~at;:.iv::;e~:,,:,:,,:,~=~ ~~~;;,;;";;,;,;.. O=P.;:B;";;u;,;;d~g.;;.et::"",:-:-:,::,,,,,:.....;E=:x;;:p;;,,;e;;,n;,;;d::.;it:;;u;;,,;re;;:s::-
320 500 328046 44120 PROP 301 HIGH TECH 0
328043 44140 PR HEALTH CARE
328044 44140 P 1 HEALTH CARE
328045 44150 PROP 301 TEACHER EDUCATION
328042 44160 P 301 PU ETY/HOMELAND SECURITY·
328222 44160 301 PUB ETY/HOMELAND SECURITY
328129 44190 PROP 301 OTHER
328135 44190 PROP 301 OTHER
327001 45430 PROP 301 ADMIN
TOTAL PARADISE VALLEY
785.13
100,030.81
343,143.91
98,662.18
19,218.20
124,447.59
7,446.40
22,484.85
109,888.00
494,935.16
198,404,01
23,634.58
133,077.32
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
44180 PROP 301 INTERNSHIPS & RETRAINING
44190 PROP 301 OTHER
45430 PROP 301 QUALITY INSTRUCTION
Fundi
320
Unit
550
Charge
Center
328225
328228
328410
328050
328226
328049
328133
328224
328227
328051
328411
328052
328134
328412
327001
Grant
44110
44130
44130
44140
44140
44150
44150
44150
44150
44170
44170
44190
44190
44190
45430
Initiative
PROP 301 BIOSCIENCE/BIOTECHNOLOGY
PROP 301 BUS & FINANCIAL SERVICES
PROP 301 BUS & FINANCIAL SERVICES
PROP 301 HEALTH CARE
PROP 301 HEALTH CARE
PROP 301 TEACHER EDUCATION
PROP 301 TEACHER EDUCATION
PROP 301 TEACHER EDUCATION
PROP 301 TEACHER EDUCATION
PROP 301 CAREER DEVELOPMENT
PROP 301 CAREER DEVELOPMENT
PROP 301 OTHER
PROP 301 OTHER
PROP 301 OTHER
PROP 301 ADMIN
TOTAL ESTRELLA MOUNTAIN
Description
BiOSCience K-12
Banking & Finance
Business & IT Fields
Support
tection Tech
Teacher Education
Hybrid Post Bac Program
Ed Pathways Prog Dev
Speech/Lang Pathology Ass
Career Pipeline
Pre-englneenng & SMET PR
Culinary Studies
Rapid Response
ACE Coordinator
P301 Faculty
FYTD
Op BUdget
o
o
33101.62
51938.51
o
31517.79
700
277.85
5647.02
45285.32
46351.73
506.2
1575.95
o
434,555.00
651,456.99
FYTD
Expenditures
oo
3045.23
3079\).91
. '0
23952
oo
5575.71
21512.94
45262.5
o
oo
441,196.03
571,344.32
TOTAL ALL CAMPUSES 6,958,557.62 5.733,325.86
66
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
320 700
45430 PROP 301 QUALITY INSTRUCTION
327030 45430 PROP 301 SBDC
327583 45430 GPEC DUES 2010
TOTAL
Total FY09-10 P301 Expenditure
SBDC
GPEC Dues
434,555.00
651,456.99
315,000.00
42,000.00
357,000.00
441,196.03
571,344.32
253,565.20
42,000.00
295,565.20
6,028,891.06
67
COLLEGE/SKILL CENTER:
Appendix 8 - College Detail
MARICOPA COMMMUNITY COLLEGES
FY 2010 Proposition 301 Annual Report
Chandler-Gilbert Community College
FY 2010 PROPOSITION 301 AMOUNT: .....:$~_.....::$c;::2:..::.l-"--7,2....:6=5:.=2'----_->.(Reportshould include actual and/or planned uses of funds.)
Charge Prop 301 Initiative Amount Performance/Outcome Private Sector
Center Title Spent Initiative Description Measures Contributions
7 Fire SCience $24,935 Continued support for development of 1) Continued Seeking continued access
CGCC's Fire SCience program to meet the employment of to specialized facilities and
needs of the local community fire program director on equipment for training In
departments special services partnership with Chandler
contract and Gilbert fire departments
2) Continued EMT and
FSC courses In fall 09
and spring 10
enrolling non-sponsored
students
at the Williams
campus
3) Continued
partnerships with
Chandler and Gilbert
fire departments for
sponsored student
cohorts
4) Increasing demand
for the classes
68
7 TLarawinEinngfoArcceamdeemnty $112,593 oLpaewraEtninfgorscuepmpeonrtt Training Academy (LETA) 1) Cofopnrtoingureadmedmirepclotoyrm, ent Cmounlttiipnlueeldawpaerntnfoerrcsehmipewntith
clerical support staff agenCies (Mesa, Chandler,
I members Gilbert, Tempe, PhoeniX,
2) Purchase Instructional Peoria, Maricopa County)
and general supplies, sponsoring recruits and
maintain vehicles and providing access to
equipment specialized training facilities
3) Completion of cohort 4 and equipment; continued
& 5 (graduating 26 partnership with Central
cadets) and Arizona College for access
preparation for to driving track
admission of cohort 6
In fall 2010 i25 cadets)
6 Teacher EducatIOn $27,062 Teacher preparation program support 1) Continued employment Multiple partnerships with
of teacher education local public school districts
program adVisor to and with private schools to
support student support student externshlp
persistence to and service learning
I
associate degree experiences; transfer and
attainment and to articulation agreements with
facilitate transfer and ASU, NAU, and Grand
articulation Canyon University
2) Program adVisor
outreach contributed to
1,054 adVisement visits
In 2009-10 an 86
percent Increase In
adVisor visits from 08-
09 (from 919 to 1054)
8 BUSiness and $26,273 Operational support for coordinator of 1) Provided coordinator Continued partnerships with
Computing Studies BUSiness and Computing Studies to adVise BUSiness local bUSiness and Industry
Student AdVisement enrichment program and Computing representatives serving on
Studies students, to program adVISOry
conduct outreach and committees and emplOying
recruiting services, to graduates
coordinate stUdent
internships, and to Worked with adVisors from
Identify partnership ASU, NAU, UoA and Grand
opportunities with Canyon University
bUSiness, Industry,
69
and upper division
education providers
2) Provided personal
advisement to 200
business and
computing studies
students and support
to 100 students online
3) Developed
documents regarding
degree and certificate
programs offered
within the divIsion
~, Library Occ Ed $6,526 I Supplement funding of eXisting Initiatives 1) Additional support for NA
Resources NurSing, Law
Enforcement Training
Academy, Teacher
Education, BUSiness
and Computing
Studies, Fire SCience,
and Electric Utility
Technology
10 Electric Utility $6.508 Electric Utility Technology Program support 1) Expanded enrollment Continued donation of
Technology by supporting specialized equipment and
summer contract for supplies by APS and SRP
I program coordinator
for recruitment and
retention
2) Supported program
activities by providing
fuel and repairs for
specialized vehicles
and eqUipment
70
5 Nursing $ 563 Nursing program operating support 1) Continued support of Multiple hospitals and
program by healthcare facilities
purchasing contribute by providing
Instructional and access for clinical
general supplies, and education; Includes
funding specialized Chandler Regional, Mercy
database Gilbert, and Gilbert
subscnptions, instate Emergency Hospitals
travel.
3, 11 Solar Program $13,192 Solar Panel Installation Program 1) Supplies, equipment
Development and part time wages
to equip warehouse
for solar classes and
upcoming course
offenngs
2) Design and
manufacture for roof
truss cart (classroom
supplies)
71
COLLEGE/SKILL CENTER:
MARICOPA COMMMUNITY COLLEGES
FY 2010 Proposition 301 Annual Report
September 2010
Estrella Mountain Community College
FY 2010 PROPOSITION 301 AMOUNT: -"$'---'1..::::..56=,=31=2'----- _ (Report should include actual and/or planned uses of funds.)
Charge Prop 301 Initiative Amount Performance/Outcome Private Sector
Center Title Spent Initiative Description Measures Contributions
These career fields have been identified as Contmue to update a list
the top career mterests of students who have of students mterested in
taken the Kuder Career Assessment through the major (baseline)
EMCC. Conduct at least one
adVIsement seSSIon with
Providing discIpline specific adVIsement each student (from
and a case management approach m serving contact list) each
students m these fields will mcrease student semester (fall/spring)-
retention to graduatiOn and Improve student 75%
Program AdvIsor satisfactIon with the serVIces they receive. Encourage students to
8 BUSlOess and IT Fields $36,220 take a career
Scope of work: assessment, follow up
WIth results- 50%
• ProvIde one stop student service to Meet WIth diSCIpline
students, primarily those 111 the selected faCUlty each semester-
• Sfieerldvse (aasbtohveel)iaIson to faculty 111 these C10o0n%tact university I
diSCIplines to proVide a means of shanng diSCipline specific I
111formatlOn between student serVIces and adVIsors for updates-the
faCUlty regarding curriculum and 75%
program issues PartIcipate 111 diSCipline
72
• Connect with university representatives In specific career fairs at
these disCiplines to keep updated on EMCC-lOO%
unIversity program changes ParticIpate in adVIsor
• Serve as resource for other adVIsors With updates and provide
regard to Issues related to these InformatIOn related to
careers/majors the major - 80%
• PartiCipate in discipline specific career RetaIn students from
fairs (on & off campus) and recruitment fall to sprIng semester -
events 75%
• Develop contact list of students interested --------------..
In these majors; follow up With 728 students (29%)
adVisement appoIntments, career fair expressed interest in
Busmess and/or InfonnatlOn
Information, Kuder, etc.
Technology career fields m
• Develop & mamtaIn resources to assist in FY 2009110
adVising students In these majors
These career fields have been Identified as ContInue to update a list
the top career 111terests of students who have of students interested 111
taken the Kuder Career Assessment through the major (baseline)
EMCC. Conduct at least one
adVisement sessIOn With
ProViding diSCipline specific adVIsement each student (from
and a case management approach m serving contact list) each
students 111 these fields will Increase student semester (fall/spnng)-
SCience, Technology, retention to graduatIOn and Improve student 75%
satisfaction with the services they receive. Encourage students to
8 EnPgriongereanmngAadnVdIsMorath $32.220 take a career
Scope of work: assessment, follow up
With results- 50%
• PrOVide one stop student serVIce to Meet with diSCipline
students. primarily those 111 the selected faculty each semester-fields
(above) 100%
• Serve as the liaIson to faCUlty m these

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,!
REPORT ON VVORKFORCE DEVELOPMENT EXPEND!TURES
A.R.S. §15-1472
FY 2009-10
Data Provided by:
Arizona Community College Presidents' Council Districts
Report Prepared by:
Arizona Community College Presidents' Council
December 7,2010
Arizona Community College Presidents' Council
Jeanne Swarthout, Ph.D.
Northland Pioneer College
Box 610
Holbrook, Arizona 86025
December 7,2010
Honorable Janice K. Brewer
1700 W. Washington
Phoenix, Arizona 85007
Dear Governor Brewer,
On behalf of the Arizona Community College Presidents' Council, it is my pleasure to present you with
the Report on Workforce Development Expenditures for FY 2009-10 in accordance with A.R.S. §15­1472.
The Arizona Community College Presidents' Council and 1appreciate your continued support of our
mission and the mutual constituents we serve.
Sincerely,
Jeanne Swarthout, Ph.D..
Arizona Community College Presidents' Council Chair
c. Honorable Kirk Adams, Speaker, Arizona House
Honorable Ken Bennett, Secretary of State
Honorable Robert Burns, President, Arizona Senate
Mr. Don Cardon, Director, Arizona Department of Commerce
Senator Russell K. Pearce, Chair, Joint Legislative Budget Committee
Ms. GladysAnn Wells, Director, Arizona State Library
ACKNOWLEDGEMENTS
The Arizona Community College Presidents' Council (ACCPC) prepared this report on
behalf of the community college districts . Each community college district provided the
data contained in this report through their institutional effectiveness/research offices
ACCPC thanks the following individuals and the members of their staff. Without their
efforts the preparation of this document would not have been possible.
Cochise County Community College District
Cochise College - Or. Jerome Ward
Coconino County Community College District
Coconino Community College - Or. Stephen Chambers
Graham County Community College District
Eastern Arizona College - Mr. Glen Snider
Maricopa County Community College District
Maricopa Community Colleges - Ms. Beth Hunt Larson
Mohave County Community College District
Mohave Community College - Ms. Shelly Castaneda
Navajo County Community College District
Northland Pioneer College - Ms. Debra Myers
Pima County Community College District
Pima Community College - Or. Nicola Richmond
Pinal County Community College District
Central Arizona College - Mr. William Brown
Yavapai County Community College District
Yavapai College - Mr. Tom Hughes
YumalLa Paz County Community College District
Arizona Western College - Ms. Mary Schaal
Dr Maria Vasilieva compiled this report on behalf of ACCPC.
Report Overview ,."
DISTRICT REPORTS
TABLE OF CONTENTS
.,. ,..,., ..... "., ," ... , ,..,.."" .. """'"'' '" ....,,,,, , ,,1
Cochise County Community College District
Cochise College ,. ""
Coconino County Community College District
Coconino Community College"., "" ,
Graham County Community College District
Eastern Arizona College" "",." ."""
Maricopa County Community College District
Maricopa Community Colleges.",
Mohave County Community College District
Mohave Community College ... ""."
Navajo County Community College District
Northland Pioneer College"
Pima County Community College District
Pima Community College" .", ,
Pinal County Community College District
Central Arizona College", ."".,
Yavapai County Community College District
Yavapai Community College."
Yuma/La Paz Counties Community College District
Arizona Western College",
",,2
""., ,,36
42
" ".. ",,47
".,,109
"" ,." .. 115
" ",122
"'''''''''''''''''' "'"'''''''''''''''''''' ..,,, 144
""" ...... ,159
" 165
REPORT OVERVIEW
ARS §15-1472 requires community college districts to submit an annual report that
outlines each district's expenditures of Proposition 301 Workforce Development funds in
the previous fiscal year.
Funds for community college districts are broadly targeted at opportunities to assist in
workforce development AR S. §15-1472 provides for wide discretion in deploying
funds for.
1 Partnerships with businesses and educational institutions
2 . Additional faculty for improved and expanded classroom instruction and course
offerings
3.. Technology, equipment and technology infrastructure for advanced teaching and
learning in classrooms or laboratories
4.. Student services such as assessment, advisement and counseling for new and
expanded job opportunities
5. The purchase, lease or lease-purchase of real property, for new construction,
remodeling or repair of buildings or facilities on real property..
Effective July 1, 2001, each district in Arizona established a separate workforce
development account to receive tax revenues authorized under Proposition 301 Each
district receives $200,000 base revenue annually, and any additional funds received
during the fiscal year are apportioned based on audited full time student equivalents
(FTSE)
This document contains a review of each of the Arizona Community College Presidents'
Council (ACCPC) district's expenditures for workforce development programs and
initiatives, goals, accountability measures, community and business partnerships, and
bUdget Data were submitted by each ACCPC district and compiled by ACCPC.
REPORT ON WORKFORCE DEVELOPMENT
EXPENDITURES
A.R.S. §15-1472
FY 2009-10
COCHISE COUNTY COMMUNITY COLLEGE
DISTRICT
Submitted by:
Dr. J.D. Rottweiler
President
2
COCHISE COLLEGE
4190 W. State Highway 80
Douglas, Arizona 85607
520.515.0500
www.cochise.edu
OVERVIEW
Effective July 1, 2001, each community college in Arizona established a separate
workforce development account to receive tax revenues authorized under
Proposition 301. Such revenues may be utilized for new initiatives as well as for
enhancements to or expansion of existing workforce development efforts that
otherwise may be limited due to fiscal restraints.
Each year, monies received through Proposition 301 are allocated to support
Governing Board-approved workforce development and job training purposes,
then a formal Workforce Development Plan is submitted to the State of Arizona in
accordance with ARS 15-1472 - Community college district workforce
development accounts, reports These purposes may include such goals as
• partnerships with businesses and educational institutions
• additional faculty for improved and expanded classroom instruction and
course offerings
• technology, equipment, and technology infrastructure for advanced teaching
and learning classrooms and laboratories
• student services such as assessment, advisement, and counseling for new
and expanded job opportunities
• the purchase, lease, or lease-purchase of real property, for new construction,
remodeling, or repair of buildings or facilities on real property
A report on the outcomes of the annual Workforce Development Plan is generally
submitted to the state by December 1 of each fiscal year. This report provides
information on the outcomes of the Workforce Development Plan for FY1 O.
BACKGROUND
To encompass the complex issues related to workforce development, Cochise
College adopted and continues to use the Workforce Development Strategic
Positioning Model offered by Larry Warford and William Flynn in the
February/March 2000 issue of The Community College Journal. Warford and
Flynn suggested that workforce development efforts be planned through dividing
the local workforce population into four segments "based on the recognition that
lifelong learning is rapidly becoming the major growth industry in community
3
colleges and the emerging focus for workforce development" (p. 32). The four
major workforce segments identified by the authors are
• The emerging worker those typically 22 years of age or younger who are
preparing for their first full-time employment; often they do not have the
necessary academic skills to advance quickly.
• The transitional worker those who are moving from one career to another
for a variety of reasons; often their motivation is high but their time is short
• The entrepreneur those who operate or own a small to medium-size
business and view the local community college as an in-house training center;
often they seek a quick and economical return on investment
• The incumbent worker those who are currently employed and need
additional training to maintain their current job or to take advantage of a
promotional opportunity; they often rely on professional development
programs and access to educational opportunities to attain new skills at an
accelerated pace
As in previous years, Cochise College continues to implement and expand
workforce development plans by utilizing Proposition 301 funds.
EXECUTIVE SUMMARY
The Cochise College FY10 Workforce Development Plan implemented initiatives
in 10 areas These included the following goals and purposes
1.. Continue to support the Early Childhood Education (ECE) program to meet
state, national and local requirements as well as marketplace needs by
supporting the position of coordinator of the ECE program..
2.. Continue to support administrative positions in the Small Business
Development Center (SBDC) to help meet local marketplace needs.
3.. Continue to support Nursing and Allied Health programs to better meet the
shortages in selected healthcare professional fields
4. Continue to support the expansion of the Emergency Medical Technician
(EMT) and Paramedicine programs to the extended learning centers in the
College's service area.
5.. Provide adequate space and improve equipment for select Career and
Technical Education (CTE) programs.
6 Develop and/or expand K-12 outreach programs to encourage linkages
between K-12 students, higher education and the workplace.
7.. Support the College's Running Start Academy, which includes a variety of
actions designed to develop increased opportunities for students to acquire
Science, Technology, Engineering and Mathematics (STEM) skills and enroll
in coursework leading to law enforcement careers
4
8 Expand community and workforce development outreach efforts of the
College's Center for Lifelong learning (Cll) through support of two program
specialist positions .
9. Support transition programs that are designed to improve the recruitment,
retention and success of disadvantaged students.
10. Expand and improve the Culinary Arts/Hospitality Administration program
through supporting a new full-time faculty position for the program
During FY10, the College anticipated that Proposition 301 revenues would total
$925,000. The total amount originally budgeted for FY10 was $1,066,620, with
the additional $141,620 to be taken from the FY09 balance brought forward
Actual revenues received were $832,90898 Actual expenditures for the year
were $884,793. 98.. The additional $51,885.74 was taken from the fund balance
from previous years The balance carried forward to FY11 is $1,117,810..21 (See
Attachment A for a full summary of actual expenditures for FY1 0.)
5
SECTION I:
Introduction
To encompass the complex issues related to workforce development, Cochise
College continues to utilize the Workforce Development Strategic Positioning
Model offered by Larry Warford and William Flynn in the February/March 2000
issue of The Community College Journal. Warford and Flynn suggested that
workforce development efforts be planned through dividing the local workforce
population into four segments "based on the recognition that lifelong learning is
rapidly becoming the major growth industry in community colleges and the
emerging focus for workforce development" (p . 32)., The four major workforce
segments identified by the authors are
• The emerging worker those typically 22 years of age or younger who are
preparing for their first full-time employment; often they do not have the
necessary academic skills to advance quickly.,
• The transitional worker: those who are moving from one career to another
for a variety of reasons; often their motivation is high but their time is short
• The entrepreneur those who operate or own a small to medium-size
business and view the local community college as an in-house training center;
often they seek a quick and economical return on investment
• The incumbent worker those who are currently employed and need
additional training to maintain their current job, or those who seek additional
training for promotional opportunity; they often rely on professional
development programs and access to educational opportunities to attain new
skills at an accelerated pace.,
6
SECTION II:
Strategic Positioning for Workforce Development and Accountability
Measures
Cochise College has integrated the efforts of 10 initiatives (Attachments B and C)
that address the needs of each of the four segments of the workforce noted
above, as well as meeting standards for approved activities for use of Proposition
301 funds . Cochise College allocates these funds for workforce development
initiatives with the goal of evaluating these programs and, if successful, ultimately
moving these programs to institutional funding after they are established Each
initiative is outlined below and addresses a host of variables.
1. Early Childhood Education (ECE)
According to Arizona's school readiness action plan, "Early education teachers
can have a profound impact on a child's potential for success, but Arizona's early
education industry provides little incentive for teachers to remain in the field . This
plan supports training and education for early childhood teachers, and builds
strategies to increase the retention and compensation of early childhood
education teachers" To meet this call for support, one of the state plan's "ten
action steps" is to "increase the pool and retention of qualified early childhood
professionaIs"
To this end, Cochise College has, since 2003, provided both degree pathway
and workforce skills coursework aimed at addressing the need for qualified early
childhood educators . The Proposition 301 funds will continue the salary of the
Early Childhood Education Coordinator position in order to maintain program
effectiveness. The ever-changing complexities of understanding and working with
state and national regulations regarding early childhood education and childcare
licensing, protocol, accreditation and certification require the intense focus of
effort, time and resources possible only with a full-time ECE program coordinator
The ECE Coordinator reports to the Director of the Center for Teacher Education .
Courses are offered district-wide.
Accountability Measures
As a result of this project, the Cochise College Early Childhood Education
program accomplished the following.
• Objective Recruit students for a professional development program
• Outcomes The Coordinator of Teacher Education worked with the
Professional Career Pathway Project (PCPP) as well as with T E.AC.H. Early
Childhood® ARIZONA to help recruit and retain child care providers who are
receiving scholarships through those two agencies in order to obtain or renew
7
their Child Development Associate or to earn an Associate of Applied Science
or an Associate of Arts in Early Childhood Education. In FY10, 12 students
were able to take 42 credits of ECE courses via PCPP Through T EAC.H,
21 participants were enrolled in a total of 212 accumulative credits for FY
2010
• Objective: Maintain and support faCUlty and staff to ensure program
effectiveness.
• Outcome Early childhood education courses are offered on a two year
rotating cycle ensuring that students may complete the degree in a timely
manner Faculty and staff resources have been allocated in a manner
consistent with the program timeline and effectiveness.
• Objective. Provide support for ECE associate faCUlty .
• Outcome Adequate resources have been provided to associate faculty
members to maintain the two year cycle of course offerings.
• Objective Assist in building collaboration among agencies.
• Outcomes: The Coordinator of Teacher Education is a member of the board
of directors of the Cochise Education Foundation, which works with the
community to award mini-grants for creative and innovative classroom
projects, provides grants to assist aspiring teachers who are majoring in
education and reside in Cochise County, and provides honoraria and
recognition to outstanding teachers. She also participates in meetings and
activities through First Things First and serves as a point of contact as well as
advisor for T.EAC.H scholars. She also serves as a member of the Bisbee
Arts Commission and assists local artists, teachers, and children with funding
and events which promote the local art community.. Through her Cochise
classes, the Coordinator works with students, community members, as well
as businesses to provide materials and support to local teachers through
projects such as the "Tissue Issue"
• Objective. Maintain curriculum alignment for meeting state standards and
university transfer requirements.
• Outcomes Cochise College Early Childhood Education courses are in line
with all state standards relevant to the field.. Transfer articulation agreements
with the state universities are in place based upon the criteria established
through the statewide Early Childhood Education Articulation Task Force
• Objective Offer courses to satisfy state requirements .
• Outcomes: Courses offered by Cochise College are fully aligned with state
requirements for an Early Childhood endorsement on an Elementary
Education teaching certificate, university early childhood education programs
and Arizona's ECE Articulation Task Force's Common Course Matrix
8
2. Small Business Development Center (SBDC)
During FY02 and FY03, the SBDC hired a business consultant by matching
Proposition 301 funds with SBDC funds to provide consultation services and
training to supplement those offered by the Center Director/Consultant. The
Center continues to provide an exceptional level of services within the 6,125
square miles of Cochise County, in spite of the limited number of staff Although
the Center has attempted to meet requests for services through hiring
consultation services on an intermittent contract basis, this approach did not
provide sufficient consistency or availability of services within its service area..
The addition of an individual dedicated to these efforts has greatly enhanced the
ability of the SBDC to deliver services in support of small business development.
The Center partners with the Sierra Vista, Benson, Bisbee and Douglas
Chambers of Commerce as well as both the Sierra Vista and the Douglas
Economic Development Foundations to deliver workshops. The SBDC offers
opportunities to the entrepreneurial and transitional segments of the workforce,
and provides continuing training for incumbent, transitional and emerging
workers in collaboration with other college centers and departments.
Services are available in communities throughout the county, including Douglas,
Benson, Naco, Bisbee, Elfrida, Willcox, San Simon, Tombstone and Sierra Vista..
Because of the extensive travel involved for both the Director/Consultant and the
Business Consultant to provide consulting and training in these communities,
travel reimbursement (based on 9,500 miles x A45/mile) was included in the
FY10 budget proposal.
Accountability Measures
Outcome measures were determined according to the Arizona Small Business
Development Network's annual proposal. The Network established goals for the
calendar year 2009. The results, as reflected below, have met or exceeded the
established goals In the case of job creation, the results were 77.9% higher than
the original goaL
Service Estimated Outcomes Actual Outcomes
Lonq Term Counselinq 35 Long Term Clients 42 Lonq Term Clients
Business Start-ups 17 Business Start-ups 23 Business Start-ups
Jobs Creation 131 Jobs Created 233 Jobs Created
Joint Counselinq Cases 5 Joint Counseling Cases 5 Joint Counselinq Cases
These results could only have been achieved with the funds received through
Prop . 301
9
3. Nursing and Allied Health
The Nursing/Allied Health department strives to meet the needs of the
community by providing educational opportunities which prepare students to
work in the healthcare professions.. Cochise College currently offers the
following degrees, certificates, and courses.: Associate of Applied Science
Degree in Nursing, Nursing Assistant certificate program, Medical Assistant
certificate program, Emergency Medical Technician course, Paramedicine
certificate program, and Associate of Applied Science Degree in Paramedicine.
Classes are held district-wide.
In addition to the obvious nursing shortages, there is also a documented, critical
shortage of allied health professionals in several other areas. The Assistant
Director for Allied Health facilitates the College's conducting of needs
assessment and feasibility studies for possible new allied health programs.. This
development of new health career programs and expansion of current programs
provide opportunities for emerging, transitional and incumbent workers.. Private
sector contributions and partnerships with regional hospitals and other healthcare
organizations are explored and maintained
The Director of the Nursing/Allied Health program reports to the Dean of the
Douglas Campus and, as noted above, the programs are offered district-wide.
Accountability Measures
The goals and corresponding accomplishments of the Nursing Program for FY10
were as follows.
• Objective: Continue offering the Certified Nursing Assistant (CNA), the
Medical Assistant (MA), the Associate Degree Nursing (ADN), the Emergency
Medical Services (EMS), and the Paramedicine programs.
• Outcome The college continued offering the CNA, MA, AND and EMS
programs during FY10.. In addition, the college began work to expand its
allied health curriculum to include a new Medication Assistant program, which
will begin in summer of 2011 as a result of community demand. This new
program requires that students have been CNAs for at least six months
before enrolling.. The Paramedicine program is currently on hold with an
improved curriculum being developed The intention is to offer the revised
program beginning in the fall of 2011
e Objective: Continue use of the SmarTest to improve student ability to pass
the NCLEX-RN examination
10
• Outcome The college has continued using the SmarTest to support student
success on the NCLEX-RN instrument In fact, the college's result for
NLCEX-RN was over a 90% pass rate in the past year Moreover, the college
has begun to use the SmarTest for EMT students and is planning to utilize it
for the revised Paramedicine program
• Objective Hire and retain the faculty and staff needed for effective delivery of
allied health programs.
• Outcome This has been accomplished, although finding qualified faculty
remains a challenge for the Douglas area
• Objective. Maintain the recently revived program for the Paramedicine degree
and continue the partnership with the American Heart Association for
Advanced Cardiac Life Support (ACLS) and Pediatric Advanced Life Support
(PALS).
• Outcome. .A.s noted earlier, the Paramedicine degree program is being
refined and will be offered in 2011 The college continues its partnership with
the American Heart Association for ACLS and PALS training through its
Center for Lifelong Learning. In FY10, 368 students participated in training for
ACLS and PALS through CLL.
• Objective. Update and improve allied health curriculum and implementation
of programs.
• Outcome Work has been accomplished on updating and improving all the
allied health areas.. Moreover, the college is adding a new Medication
Assistant program; improved its advisory committee for the existing Medical
Assistant program in order to identify and implement positive changes. The
CNA program will expand to Willcox High School as part of dual enrollment
for first time in August of 2011 .
• Objective Review and revise the Nursing curriculum in keeping with the
recent recommendations received from the Arizona State Board of Nursing
and the National League of Nursing Accrediting CounciL
• Outcome: The program has begun the process of reviewing and revising the
curriculum. This process will include a customized, detailed analysis of
Cochise's results on NCLEX exam so that, as part of an integrated
assessment process, curriculum and student learning can be strengthened
through application of this knowledge regarding student learning outcomes
4. Emergency Medical Technician (EMT) - BensonlWillcox
The purpose of this initiative is to respond to community needs by ensuring that
at least one complete or refresher basic EMT course will be offered at the
extended learning centers in Benson and Willcox during FY10
11
The EMT coordinator provides district-wide services and reports to the Assistant
Director of Allied Health who, in turn, reports to the Director of Nursing and Allied
Health The center managers in Benson and Willcox report to the Dean of
Extended Learning and Workforce Development
Accountability Measures
• Objective The EMT program will offer at least one complete Basic or
Refresher EMT course with a minimum of ten students at the Benson and
Willcox Centers
• Outcome. One EMT174 (complete EMT course) is offered every semester at
the Benson Center, with a range of 10-24 students.. However, due to lack of
enrollment, no EMT174 courses have been offered in Willcox in the last two
years.. Nevertheless, plans are in progress for offering a possible EMT174
course for Fall 2011 at the Willcox Center instead of Benson
• Outcome The assistant director of Allied Health position has been eliminated
so the EMT coordinator reports to the director of Nursing and Allied Health
• Outcome A strong relationship between the Benson EMT program and
Health Care Innovations (Benson ambulance) has been established and
provides excellent employment opportunities for students
completing EMT174.
5. Support for Career and Technical Education (CTE) Programs
Cochise College's ability to deliver high quality CTE programs which target
current and emerging needs for workforce development depends on the
availability of adequate, appropriate learning environments, including physical
space as well as technical equipment The Sierra Vista campus did not have
sufficient facilities to house the current workforce development programs, so its
construction technology and avionics programs could not be located in the
existing facilities on campus during the 2009-10 academic year
The Cochise College Master Facilities Plan (MFP) for the Sierra Vista campus
incorporated a new CareerlTechnology building to house current and future
workforce development programs, including the move of the construction
technology program onto campus The failure of the $87 7 million General
Obligation Bond election in November, 2006, caused the college to re-evaluate
the type and size of CTE building it could construct. The new CTE building on
the Sierra Vista Campus became operational in 2009 but was not adequate for
housing all of the current CTE programs and the facilities on the Douglas
Campus have been inadequate for a number of years.
12
Therefore, in order to provide appropriate learning environments for CTE
students, to increase the College's capacity to expand existing CTE programs,
and to offer new programs, additional space and new equipment have been
essential With the funds allocated for this project, the College was able to lease
space close enough to the Sierra Vista campus to make it more convenient for
CTE students to utilize student services and other campus support facilities. This
critical space was leased during the past academic year to support the BUilding
Construction Technologies (BCT), the Heating, Ventilation and Air Conditioning
(HVAC), the Manufacturing Technologies (GTC), and the Avionics (AVT)
programs, with the expectation of attracting and retaining students and thus
improving workforce development efforts in Cochise County.. During the summer
of 2010, as a result of construction and renovation of facilities, it was possible to
leave the leased facilities behind and relocate these CTE programs to the Sierra
Vista Campus.
Accountability Measures
As a result of this project, Cochise College intended to accomplish a number of
objectives designed to make high quality CTE programs available to students
• Objective The College will provide sufficient space for effective delivery of a
number of CTE programs.
• Outcomes: The BCT and HVAC programs were housed in a leased facility
near the Sierra Vista campus during FY10 and relocated to the modified CTE
Building.. These modifications included fencing to enclose the back of the
bUilding to store supplies, the dropping of power and compressed air lines
into two new labs in the building, the piping of natural gas into the HVAC lab,
and the addition of new stools and tables for the BCT lab.
• Objective: The College will take steps to recruit and retain CTE students .
• Outcome: The lead instructor for the BCT program became involved in
several off-campus events to raise community awareness regarding the BCT
program.. This included work with the Southern Arizona Contractors
Association (SACA) and with Habitat for Humanity Enrollment increased
from 169 enrollments in FY08 to 204 in FY09 and 316 enrollments in FY10.
• Objective. The faculty will modify the existing curriculum for HVAC and BCT
program.
• Outcome The curriculum was modified for BCT courses. The classes were
expanded and an online component was included to expand the material
covered in class.
• Objective Efforts will be made to improve industry partnerships for the
technology programs.
13
• Outcome Such efforts were made There are close associations with SACA
(which represents about 100 organizations and whose board members
include the lead HVAC faculty member) and Habitat for Humanity, as
indicated above. In addition, the program has developed numerous additional
partnerships, including
o State Board of SkillsUSA, who board members include the lead HVAC
faculty member.
o Several utility companies as part of the Utility certificate These include
Sulphur Springs Valley Electric Cooperative (SSVEC), Southwest Gas,
Apache Nitrogen Products, APS, and Arizona Electric Power
Cooperative, Inc (AEPCO)
o Arizona Builders Association, which serves as a sponsor and partner with
NCCER for apprenticeship training.
o Tree House Farm and Sanctuary in an ongoing service partnership
o Southeast Arizona Governments Organization (SEAGO) as a partner
providing the program with 45 first-time students for electrical classes
o Burgs Heating and Cooling
o Little Willy Heating and Cooling
• Objective Steps will be taken to expand enrollment in specified CTE
programs, including BUilding and Construction Technologies (BCT), General
Technology (GTC), and Avionics (AVT) .
• Outcome Efforts at expanding enrollments were successful for BCT and
AVT, but not for GTC.
6. K-12 Outreach
The link between Cochise College and Cochise County schools is critical for
building a unified, integrated system of quality education to support meaningful
career development and an interest in lifelong learning for students.. This linkage
has been nurtured and strengthened in recent years. Various K-12 outreach
initiatives will further strengthen these linkages by exploring innovative ways of
connecting educational partners to improve the quality of education in
southeastern Arizona, to help improve the college-readiness of local students in
order to increase their success rates in higher education, and to develop
pathways that will meet student needs while also addressing current and future
workforce demands.
Accountability Measures
As a result of this effort for K-12 Outreach, the college intended to accomplish a
number of objectives.. However, due to some changes in personnel, this project
14
was never fully launched
accomplished.
Nonetheless, some planned objectives were
• Objective Assist K-12 students in developing the knowledge, skills and
interest that will encourage them to envision a future involving a meaningful
career and lifelong learning.
• Outcome Two other college programs included in the FY10 Workforce
Development Plan (Running Start Program and Transition Program) focused
on assisting high school students in envisioning a positive future and
engaging them in activities designed to get students involved in college work
The project entitled "K-12 Outreach" did not really become engaged in the
activities specifically planned for it
• Objective Contact schools within Cochise County regarding possible
programs for encouraging student achievement and developing students'
ability to transition to higher education
• Outcome As noted above, the K-12 Outreach program was not implemented
as planned although other activities at the college have been developed to
encourage high school student achievement and transition to higher
education .
• Objective Partner with area schools in order to encourage greater
participation in educational opportunities designed to increase the quantity
and quality of students in the educational pipeline.
• Outcome As noted above, the K-12 Outreach program was not implemented
as planned although other activities at the college have been developed to
increase the quantity and quality of students in the educational pipleline
• Objective Work with other institutions in a statewide effort to assess the
college-readiness of high school students and strengthen the ongoing efforts
between the high schools and the College to articulate curriculum in both the
academic and the career and technical education areas.
• Outcome As noted above, the K-12 Outreach program was not implemented
as planned
7. Running Start Program
One of the greatest needs in workforce development for the future of Arizona
involves the science, technology, engineering and mathematics (STEM) fields
Cochise College's efforts to work with local school systems to facilitate student
transition to higher education have positioned it well for developing and
implementing innovative approaches to engaging middle and high school
students in programs leading toward higher education in the STEM fields
15
In addition, another emerging need in Arizona is for law enforcement personnel
and an effective approach for meeting this need also involves engaging middle
and high school students in programs leading toward higher education in criminal
justice programs
One way in which Cochise College is addressing the needs in both areas is by
creating a variety of focus areas in its Running Start Academy.. The Running
Start Academy is a program offered on the college campuses for high school
juniors and seniors and designed to be flexible in content For example, the
initial program on the Sierra Vista Campus (SVC) focused on math, science and
engineering courses; a second focus was added in the fall of 2009 in criminal
justice.. The initial focus for the Douglas Campus (DC) was criminal justice in the
fall of 2009.. Classes are designed to be held on the college campus in the
afternoons (after high school).. Students begin the program in their junior year in
high schooL Students must apply to be admitted and must meet the criteria,
including prerequisites for the classes.. They are enrolled in a student learning
cohort taking the same classes. In order to be considered for the program, each
student agrees to participate in all classes and in the additional support classes
that might be provided to ensure academic success. Moreover, each student
agrees to participate in tutoring as needed. Students pay college tuition and fees
and purchase their own books
Accountability Measures
The objectives and corresponding outcomes for this project include Cochise
College efforts to.
• Objective Developing marketing materials and marketing the programs.
• Outcomes: Marketing brochures have been created and distributed at
numerous venues.. In addition, several Cochise College representatives have
attended meetings and functions with stakeholder groups.. Running Start
programs have also been featured in various local media
• Objective Recruiting and enrolling one cohort of juniors (24) and one cohort
of seniors (11-24) for each campus
• Outcome. There are junior and senior cohorts on the Sierra Vista campus as
well as a senior cohort on the Douglas campus
• Objective. Creating a program in applied engineering using mechatronics as
the curriculum.
• Outcome The mechatronics program has been adopted by the college and
the program has been launched .
• Objective Creating a program in criminal justice
16
• Outcome The Running Start version of the college's Administration of
Justice program was launched on the Douglas Campus during the spring
2010 semester..
• Objective Developing a second engineering lab .
• Outcome: It was decided that the program would be better served by the
college having two different sorts of labs Therefore, instead of a second
dedicated engineering lab, the college developed one engineering/physics lab
and one fully-equipped mechatronics lab
• Objective Establish and utilize an advisory committee including
representatives from Ft Huachuca
• Outcome This was accomplished and the committee has met
• Objective Hiring instructors
~ Outcome Instructors for engineering, mechatronics, and mathematics have
been hired in support of the Running Start program
• Objective Creating a pathway for students from high school to Running
Start.
• Outcome The pathway has been created with area high schools so that it
permits students to complete high school graduation requirements and begin
college classes without interfering with state education funding allocations
• Objective. Articulate courses and degrees with the universities through the
state system of articulation
• Outcome.: One of the engineering courses is articulated with the three state
universities, the other course is articulated with two universities and the third
is pending. The degree is fully aligned with the Arizona General Education
Curriculum for Science (AGEC-S) requirements .
• Objective Track student success using baseline data, which will be
developed with such measures as cumulative GPA, total credit hours, and
retention.
• Outcome Students in the program have been tracked since the spring of
2008 cohort began at the college for enrollment and for GPA.
8. Center for Lifelong Learning
The Center for Lifelong learning (Cll) has become fully staffed and greatly
expanded Cochise College's offerings in workforce training. Its new database
has helped determine the success of programs, allowing Cll to adjust its
program mix and improve its service to the college and the community
17
Accountability Measures
As a result of the support provided, Cll determined to:
• Objective. Provide at least two new workforce training programs in each of
the College's constituent communities
• Outcome In Douglas, workforce programs were provided under the Border
Protection Professionals Pre-Academy and for the local call center In Bisbee,
Cll offered training for computer skills at the local hospital and Red Cross /
CPR training for the local Boys and Girls Club.. Border Protection
Professionals Pre-Academies were also offered in Nogales. In Sierra Vista,
workforce training was provided for the City of Sierra Vista, Fort Huachuca
military personnel and contractors, Sierra Vista Hospital and Cochise County
Workforce Development office in computer skills, stress management,
customer service and time management The City of Willcox asked Cll to
provide customer service training to all city employees. This training was
successfully completed
• Objective Offer community education programs in underserved areas of the
College's service region, including
o Douglas
o Bisbee
o Benson
o Willcox
• Outcome. A wide range of programs were offered in these traditionally
underserved areas, including
o Douglas - Programs appeared in all schedules with several new offerings
An agreement with Douglas High School was reached to provide space for
programs in the community
o Bisbee - Programs appeared in each schedule and were held at the Boys
and Girls Club of Bisbee .
o Benson - In the winter schedule, a full range of programs, including the
lunch lecture Series, were held.
o Willcox - Due to new construction of the Willcox Center, it was not
possible to hold programs in FY 10, but a full schedule of programs will be
offered in FY11 .
• Objective Record and analyze program enrollment and success, using an
improved database
• Outcome Database was implemented January 1, 2010 and is being used to
record and analyze enrollment
• Objective Expand productivity in terms of both enrollment and program
growth
18
• Outcome In FY10, 248 total programs were held, compared to 203 programs
in FY09 for a 22..2% increase in programs, and total enrollment equaled
2,894, compared to 2,150 in FY2009, for a 34.6% increase in enrollments
• Objective Expand the number of partnerships established and/or maintained
with community institutions .
• Outcome Partnerships were maintained with the following organizations.
o Arizona-Mexico Commission
o American Heart Association
o Bisbee Boys and Girls Club
o Bisbee Chamber of Commerce
o Bisbee Corral of the Westerners
o Bisbee Council for the Arts and Humanities
o Border Colleges Consortium
o Border Learning Committee
o Border Task Force
o Cochise County - Arizona Centennial Committee
o Cochise County Comprehensive Economic Development Strategy (CEDS)
committee
o Cochise County Historical Society
o Cochise County Tourism Council
o Community Partners of Southeast Arizona
o Hispanic Association of Colleges and Universities
o Museum Association of Cochise County
o Naco Heritage Alliance
o Rotary
o Sierra Vista Chamber of Commerce Leadership Academy
o Sierra Vista Historical Society
o Southeast Arizona Governments Organization (SEAGO)
o Sulphur Springs Valley Historical Society
o United Way of Sierra Vista and Cochise County
o Warren Ballpark Centennial Celebration Committee
9. Transition Programs
In an effort to improve the retention of students in CTE programs, Cochise
College developed a Freshman Year Experience Program (FYE) to begin
implementation with two cohorts of students in fall of 2009 The FYE was
designed to include a summer bridge program and the use of student learning
coordinators to work closely with student participants to ensure success (e.g . ,
intrusive advising, mentoring, and tutoring)
The goals of this transition program involve integrating three important concepts
into one program to help ensure the academic success of students at Cochise
19
• Successful transition to college
• Academic, career and personal/social development
• Long-term focus on degree/goal completion
The Task Force established the following mission statement "The Freshman
Year Experience (FYE) serves the new student by providing a shared experience
that promotes a successful transition to college personal, social, academic and
career development; and, long-term focus on degree/goal completion . "
Accountability Measures
The criteria used as the primary indices of success for this project involved a
positive gain in the following indices for the cohorts compared to students who
did not participate in the FYE. In addition, it expected that there would be a
positive change in a student's attitudes and beliefs about college and success in
college
However, only one cohort was developed in the fall of 2009. This cohort was
located on the Sierra Vista Campus. These students were also part of the
STEM-focused "Running Start" program. Of the 28 students who began by
taking the CPO 150 portion of the FYE, 24 successfully completed the course.
These students were also assigned a college staff or faculty member as a mentor
during the fall 2009 semester and follow up meetings continued into the spring of
2010.
As a result of this experience, Douglas Campus academic staff, TRiO program
staff, and Housing staff have begun development of a plan to address the
unsuccessful effort to initiate a transition program (FYE) component on the
Douglas Campus An appropriate, comparable transition program cohort will
begin in the Spring 2011 semester
• Objective Term GPA
• Outcome. Participating students earned a GPA of 2.85.
• Objective Persistence-defined as completion of semester course work.
• Outcome All 25 students completed the semester with Cochise College and
only five did not earn all of the credit in which they were enrolled .
• Objective: Retention-defined as continuing enrollment from semester to
semester
• Outcome Of the 25 students enrolled in the Fall of 2009, 17 were retained
for the Spring of 2010, for a retention rate of 68%
• Objective The number of times students earned a "0" or "F" for the
semester
20
• Outcome Out of the approximately 125 grades posted for students involved
in the program, there were 6 "0" grades, 6 "F" grades, and 2 "W" grades
• Objective The number of times students earned a "W" for the semester
• Outcome: As noted above, 2 "W" grades were posted out of the 125 total
grades..
• Objective' Percentage of students who were retained to the next semester
• Outcome As noted above, the retention rate was 68%
• Objective: Number of credits the students enrolled in the next semester,
• Outcome. The students who originally enrolled in the Fall 2009 semester
enrolled in 148 credits for the Spring 2010 semester.
10. Culinary Arts
The Associate of Applied Science Degree in Culinary Arts provides training in the
culinary arts for direct employment in the field of professional cooking as an
assistant to the chef or food and beverages director. Funds were used to hire a
full time faculty member to be responsible for establishing teaching standards, for
marketing the program, for recruiting students and for coordinating efforts with
the local high schools
Accountability Measures
The goals and objectives of the Culinary Arts project included
• Objective Hiring a full time faculty member for the program.
• Outcome A full time faculty member was hired
• Objective Establishing teaching standards district-wide,
• Outcome The new full-time faculty member has begun working on this
• Objective: Strengthening a community advisory committee composed of
professionals in the field, potential employers and representatives from area
high schools.
• Outcome Because of the new full-time faculty member, the program was
able to strengthen its advisory committee and revise the curriculum
• Objective Developing and implementing a marketing plan designed to
expand enrollments in the program
• Outcome The marketing plan has been postponed until additional space is
available, as present facilities could not accommodate additional students.
21
• Objective Streamlining the curriculum so that a student can complete the
program in a two-year time frame
• Outcome The curriculum has been streamlined for two years and work is in
progress for implementing a core culinary curriculum that can be completed in
one year
• Objective Developing a dual enrollment program with area high schools
(articulating the program with the schools who are actually developing
culinary programs at the high school level)
Outcome High school visits have been made and more will be
scheduled., Cochise is assisting with the planning for Buena High School's
new culinary facility., Enrollment for dual credit should increase dramatically
with Buena's Culinary students, as more than 250 students were present for
the culinary arts demonstration.,
• Objective Increasing enrollments in the program by at least 10% during the
2009/2010 academic year,
• Outcome Total enrollments in the Culinary Arts program increased 9%, from
178 in 2008-09 to 194 in 2009-10. This involved a modest 6% decrease at
the Ft Huachuca site from 167 to 157 students and a substantial 236%
increase at the Douglas Campus site, from 11 to 37 students.,
• Objective Making revisions to the curriculum with the cooperative efforts of
the advisory committee and the new full-time faculty member.
• Outcome The AAS degree program was re-worked to have more emphasis
on cooking classes . AAS and certificates are now closely related to industry
standards. Several new classes were added to curriculum, including Saucier
(CUL 217) and Advanced Confections 1 & 2 (CUL 222 & CUL 223)
22
Section III:
Budget Overview
1. Early Childhood Education
Approximately 5.5% of the Proposition 301 funds spent in FY10 were used to
support the Early Childhood Education program
Budget Item FY 10 FY 10
Budgeted Amount Actual Expenditures
Coordinator Salary $47,500 $35,860.36
Benefits -0- $12,497.15
Total $47,500 $48,357.51
2. Small Business Development Center (SBDe)
Approximately 4.7% of the Proposition 301 funds spent in FY10 were used to
support the SBDC.
-
Budget Item
FY10 FY10
Budgeted Amount Actual Expenditures
Personnel w/benefits $37,971 $32,045.52
Consultants $70000
Supplies $5,852 ..59
Travel $4,229 $2,31331
Miscellaneous $609 12
Total $42,200 $41,520.54
3. Nursing and Allied Health
Approximately 374% of the Proposition 301 funds spent in FY10 were used to
support the Nursing and Allied Health projects.
Budget Item FY10 FY 10
Budgeted Amount Actual Expenditures
Administrative Salaries/Stipend $138,600 $117,290.33
Associate Faculty/ CNA, Labs & $87,877 $58,84765
Clinicals, Medical Asst.
Classified Salaries $26,224 $27,328.79
Non-student Hourlv Salaries $27,359 $58,551.18
Benefits $59,320 $52,986.39
EquipmenUSupplies $33,839 $16,428.12
Total $373,219 $331,432.46
23
4. Emergency Medical Technician - Benson and Willcox
Approximately 1..6% of the Proposition 301 funds spent in FY10 were used to
support the EMT programs at these centers.
Budget Item
FY10 FY 10
Budgeted Amount Actual Expenditures
Associate Faculty Salaries $12,870 $11,025.04
Lab Aides $1,760 $1,950.00
Benefits $1,041.24
Instructional Supplies $950 -0-
Total - $15,580 $14,016.28
5. Support for Career and Technical Education Programs
Approximately 15.3% of the Proposition 301 funds spent in FY10 were used to
support expanding the size or improving the quality of CTE programs through
provision of facilities, supplies and equipment $8,94248 of the funds originally
budgeted for the K-12 Outreach project were utilized instead to support this
project through purchase of supplies and equipment for the new CTE facilities at
the college .
Budget Item
FY10 FY 10
Budgeted Amount Actual Expenditures
Building Lease and Related Payments $72,770 $126,451.72
EquipmenUSupplies $20,000 $8,942.48
Development and Implementation of $2,230 -0-
Outreach Efforts
Total $95,000 $135,394.20
6. K-12 Outreach
Approximately 0.02% of the Proposition 301 funds spent in FY10 were used to
strengthen the links between Cochise College and the K-12 system in the county
$8,942.48 of the funds originally budgeted for this project were utilized to support
the accessibility of supplies and equipment in the new CTE facilities at the
college .
Budget Item
FY10 FY 10
Budgeted Amount Actual Expenditures
Consultants $5,000.00 -0-
Miscellaneous $20,000 $212.95
Total $25,000.00 $212.95
24
7. Running Start
Approximately 7..6% of the Proposition 301 funds spent in FY10 were used to
support work with local school systems to develop the interest, skills and
knowledge of high school cohorts in the STEM fields and in criminal justice, while
encouraging students to continue through the educational pipeline in these fields,
including university-level education .
Budget Item FY10 FY 10
Budgeted Amount Actual Expenditures -
Full-time Instructor Salary $45,000 $47,702.00
Associate faculty $24,000 -0-
Benefits $13,650 $14,384.36
Equipment $30,000 -0-
Contracted Services $2,500 -0-
Supplies $9,737 $3,225.44
Traininq/Travel $10,000 $2,000.00
Total $134,887 $67,311.80
8. Center for Lifelong Learning
Approximately 94% of the Proposition 301 funds spent in FY10 were used to
support the Center for Lifelong Learning in reaching out and serving the
workforce training and lifelong learning needs of communities and individuals
across the College's extended service area
Budget Item FY10 FY 10
Budgeted Amount Actual Expenditures
Proqram Specialists $65,634 $63,707.22
Benefits $22,465 $17,033.94
Equipment $2,000 -0-
Supplies $5,000 $1,923.53
Traininq/Travel $2,500 $376.48
Total $97,599 $83,041.17
9. Transition Programs
Approximately 120% of the Proposition 301 funds spent in FY10 were used to
support the FYE pilot program designed to assist students in succeeding during
their first year of college
25
Budget Item
FY10 FY 10
Bud~eted Amount Actual Expenditures
Learning Coordinators $73,392 $42,712.14
Tutors (Non-Student Hourly) $50,000 $31,103.35
Summer Bridge Faculty $9,600 $4,840.00
Special Student Hourly -0- $8,565.00
Benefits $21,283 $18,222.45
Supplies $7,800 $920.89
Training/Travel $6,000 -0-
MapWorks-Licensing $7,775 -0-
Marketing $1,312 -0-
Total $177,162 $106,363.83
10. Culinary Arts/Hospitality Administration
Approximately 64% of the Proposition 301 funds spent in FY10 were used to
hire a full time faculty member in order to support and encourage expanded
course offerings at multiple sites in the district
Budget Item
FY10 FY 10
Budgeted Amount Actual Expenditures -
Faculty Salary $58,473.00 $44,040.00
Benefits -0- $13,103.24
Total $58,473.00 $57,143.24
26
SECTION IV:
Private Sector/In Kind Contributions
See Attachment B for Private Sector/In Kind Contributions.
SECTION V:
Demographic Profile of District
Cochise College serves Cochise County, which has a total population of
approximately 140,263 spread over 6,169 square miles The largest community
served is Sierra Vista with a population of 46,597, followed, in order of total
population, by Douglas, Bisbee, Benson, Willcox, Huachuca City, and
Tombstone.
Cochise County has several unique features and many challenges. Located in
the southeast corner of the state, the county shares borders with both New
Mexico and Mexico. The major communities are culturally diverse and
geographically separated . Median age in the county (39 .8 years) varies from a
low in Douglas of 30.5 years to a high in Benson of 496 years . In Douglas,
78.6% of the population speaks Spanish at home, while in Sierra Vista the
number is only 10.9%.
The unemployment rate for Cochise County in 2009 was 74%.. Within the
county's major population areas, the unemployment rates in 2009 ranged from a
low of 44% in Sierra Vista to a high of 129% in Benson. Median household
income for the county in 2008 was $43,821, with a per capita income of $22,160.
The public sector (government) in Cochise County accounts for 33..2% of all
nonfarm civilian employment The largest private sector industry grouping is
trade, transportation and utilities, which accounts for 16.6% of all civilian nonfarm
employment and 24 .9% of all private sector employment
27
APPENDIX A: Expenditures per Initiative FY10
INITIATIVES
Budget Item ECE SBDC Nursing EMT CTE
Support
Personnel $35,860.36 $24.059.22 $262,017.95 $12,975.04
Benefits $12,497.15 $7,986.30 $52,986.39 $1,041.24
Travel expenses $2.313.31
Supplies & equipment $5,852.59 $16,428.12 $8.942.48
Miscelianeous/Program Implementation $609.12
Contracted Services $700.00
Space Rental $126,451.72
Totals $48,357.51 $41,520.54 $331,432.46 $14.016.28 $135,394.20
INITIATIVES (CONT'D)
Budget Item K-12 Outreach Running Start Lifelong Transition Culinary Arts
Learning Programs
Personnel $47,702.00 $63,707.22 $87,220.49 $44.040.00
Benefits $14.384.36 $17,033.94 $18.222.45 $13,103.24
Travel expenses $2,000.00 $376.48
Supplies & eqUipment $3,225.44 $1,923.53 $920.89
Miscelianeous/Proqram Implementation $212.95
Contracted Services
Space Rental
Totals $212.95 $67,311.80 $83.041.17 $106,363.83 $57,143.24
Total' Expenditures
Budget Item Totals
Personnel $577,582.28
Benefits $137,255.07
Travel expenses $4,689.79
Supplies &equipment $37,293.05
Miscelianeous/Proqram Implementation $822.07
Contracted Services $700.00
Space Rental $126,451.72
Totals $884,793.98
28
APPENDIX B
FY 2009-2010 (FY10) Private Sectorlln Kind Contributions
COCHISE COLLEGE
Company/Organization Description Amount of
Contribution
Lawley Automotive
ProvIsion of classroom space, equipment and Intern positions
for automotive tralnlnq Not available
Lawley Automotive - Ford Store
ProvIsion of classroom space and equipment for automotive
tralnlnq Not available
23 Private health-related organizations and
Individual medical practitioners In-kind support for medical assistant (MA) training Not Available
10 Private health-related organizations In-kind support for emergency medical technician (EMT) training Not Available
6 Pnvate health-related organizations In-kind support for paramediclne training Not Available
10 Private health-related organizations In-kind support for Certified Nursing Assistant (CNA) training Not Available
27 Pnvate health-related organizations and
In-kind support for Associate Degree Nursing (ADN) training Not Available
individual medical practitioners
Sierra Vista Regional Health Center
Direct support of Emergency Medical Services Education Est. $60,000
Coordinator for 40 hours per week
Copper Queen Community Hospital Five $1,000 scholarships for nursing students $5,000
Total: =: 80 Private Sector Partnership Arrangements Not Available
29
APPENDIX C
Summary of Strategic Positioning
Emerging Transitional Entrepreneur Existing
Worker Worker Worker Worker
1. ECE X X X
2. SSDC X X X X
3. Nursing X X X
4. EMT X X X
5. CTE Support X X X
6. K-12 Outreach X X X X
7. Running Start X X X X
8. Lifelong Learning X X X X
9. Transition Programs X X X X
10. Culinary Arts X X X X
30
APPENDIX D
Summary of Cochise College Outcomes - FY10
1. Early Childhood Education (ECE)
• The Coordinator of Teacher Education worked with the Professional Career Pathway Project (PCPP) as well as
with T.E.A.C.H. Early Childhood® ARIZONA to help recruit and retain child care providers who are receIving
scholarships to obtain or renew their Child Development Associate or to earn an Associate degree in Early
Childhood Education. In FY10, 12 students were able to take 42 credits of ECE courses via PCPP" Through
T.E.A.C.H., 21 participants were enrolled in a total of 212 accumulative credits for FY 2010.
• Early childhood education courses are offered on a two year rotating cycle ensuring that students may complete
the degree in a timely manner. Resources have been allocated In a manner consistent with this goal.
• Adequate resources were provided to maintain the two year cycle of course offerings.
• The Coordinator of Teacher Education IS a member of the board of directors of the Cochise Education
Foundation, participates in meetings and activities through First Things First and serves as a pOint of contact
as well as advisor for T.E.A.C.H. scholars. The Coordinator works with students, community members, and
businesses to provide materials and support to local teachers through projects such as the "Tissue Issue".
.. Cochise College Early Childhood Education courses are In line with all state standards relevant to the field.
Transfer articulation agreements with the state universities are In place based upon the criteria established
through the statewIde Early Childhood Education Articulation Task Force.
.. Courses offered by Cochise College are fully aligned with state requirements for an Early Childhood
endorsement on an Elementary Education teaching certificate, with university early childhood education
programs, and with Arizona's ECE Articulation Task Force's Common Course MatriX.
2. Small Business Development Center (SBDC)
• 42 Long Term Clients
• 23 Business Start-ups
• 233 Jobs Created
• 5 JOint Counseling Cases
31
3. Nursing and Allied Health
• The college continued offering the CNA, MA, RN and EMS programs, is updating and improving all the allied
health areas, began work to expand its allied health curriculum to include a new Medication Assistant program,
and will expand the CNA program to Willcox In 2011.
• The college has continued using the SmarTest to support student success on the NCLEX-RN instrument, with
the result being over a 90% pass rate. The college has begun to use the SmarTest for EMT students and is
planning to utilize it for the revised Paramedicine program.
• The program hired and/or retained the faculty and staff needed for effective delivery of allied health curricula.
• The Paramedicine degree program is being refined for enrollment in 2011.
• The college continues its partnership with the American Heart Association for ACLS and PALS training through
its Center for Lifelong Learning.
• The program has begun reviewing and revIsing the cUrriculum based on a customized, detailed analysIs of the
most recent NCLEX results.
4. Emergency Medical Technician (EMT) and Paramedicine
• One complete EMT course has been offered every semester at the Benson Center, with a range of 10-24
students, with plans for offering EMT174 for Fall 2011 at the Willcox Center.
• The assistant director of Allied Health position has remained unfilled this year while its value IS assessed.
• A strong relationship between the Benson EMT program and Health Care Innovations (Benson ambulance)
provides employment opportunities for students completing EMT174.
5. Career and Technical Education (CTE)
• The BCT and HVAC programs were housed In a leased facility near the Sierra Vista campus dUring FY10, then
relocated to a modified CTE Building on campus. These modifications included fencing to enclose the back of
the building to store supplies, the dropping of power and compressed air lines into two new labs In the building,
the piping of natural gas into the HVAC lab, and the addition of new stools and tables for the BCT lab.
• The lead instructor for the BCT program became involved In several off-campus events to raise community
awareness regarding the BCT program. ThiS included work with the Southern Arizona Contractors Association
(SACA) and with Habitat for Humanity.
32
• The curriculum was modified for BCT courses; the classes were expanded and an online component was
included to expand the material covered In class.
• Outcome: Enrollment was expanded In certain CTE programs, including Avionics Technology (which increased
65%, from 20 enrollments to 33 enrollments) and BCT (which Increased 86%, from 169 enrollments in 2008 to
316 In 2010).
6. K-12 Outreach
• The project entitled "K-12 Outreach" did not really become engaged in the activities specifically planned for it
although other activities at the college have been developed to encourage high school student achievement and
transition to higher education.
7. Running Start
• Marketing brochures were created and distributed at numerous venues. In addition, several Cochise College
representatives attended meetings and functions with stakeholder groups. Running Start programs have also
been featured in various local media.
e There are junior and senior cohorts on the Sierra Vista campus and a senior cohort on the Douglas campus.
e The mechatronlcs program was approved by the college and the program was launched.
• The Running Start version of the college's Administration of Justice program was Initiated on the Douglas
Campus during the spnng 2010 semester.
• The college has developed one engineering/physIcs lab and one fully-eqUipped mechatronics lab.
• An advisory committee including representatives from Ft. Huachuca was established and has met.
• Instructors for engineering, mechatronics, and mathematics were hired In support of the Running Start program.
• A pathway was created with area high schools so that students can complete high school graduation
requirements and begin college classes without Interfering with state education funding allocations.
• One of the engineenng courses is articulated with the three state universities; the other course is articulated
with two universities and the third IS pending. The degree IS fully aligned with the Arizona General Education
Curriculum for Science (AGEC-S) requirements.
33
• Students in the program have been tracked since the spring of 2008 cohort began at the college for enrollment
and for GPA.
8. Center for Lifelong learning (Cll)
• The Center delivered at least two new workforce training programs in each of the College's constituent
communities.
• Cll offered community education programs in underserved areas, including Douglas, Bisbee, and Benson.
Due to new construction of the Willcox Center, it was not possible to hold programs In FY 10. but a full schedule
of programs will be offered in FY11.
• The staff began recording and analyzing program enrollment and success, using an Improved database.
• Cll expanded productivity In terms of both enrollment and program growth, with a 34.6% increase in
enrollments and a 22.2% Increase In programs..
• Cll established and/or maintained 24 partnerships with a wide variety of community institutions.
9. Transition Programs
• Participating students earned a GPA of 2.85.
• All 25 students completed the semester with Cochise College and only five did not earn all of the credit In which
they were enrolled.
• Of the 25 students enrolled In the Fall of 2009, 17 were retained for the Spring of 2010, for a retention rate of
68%.
• Out of the approximately 125 grades posted for students Involved In the program, there were 6 "0" grades, 6 "F"
grades, and 2 "W" grades.
• The students who onglnally enrolled in the Fall 2009 semester enrolled In 148 credits for the Spnng 2010
semester.
34
10. Culinary Arts/Hospitality Administration Program
• The College hired a new full time faculty member who has worked with associate faculty and a community
advisory committee to improve and expand the curriculum and began establishing district-wide teaching
standards.
• The AAS degree program was revised to place more emphasis on cooking classes. AAS and certificates are
now closely related to industry standards. The curriculum has been streamlined for completion within a two­year
time frame; work has begun on implementing a core culinary curriculum that can be completed In one year;
and several new classes were added to the curriculum.
• Enrollments in the Culinary Arts program increased by 9%, from 178 in 2008-09 to 194 in 2009-10.
• College personnel have made high school visits and helped with planning Buena High School's new culinary
facility. More than 250 students were present for the culinary arts demonstration at the high school.
35
REPORT ON WORKFORCE DEVELOPMENT
EXPENDITURES
A.R.S. §15-1472
FY 2009-10
COCONINO COUNTY COMMUNITY COLLEGE
DISTRICT
Submitted by:
Dr. Leah Bornstein
President
36
COCONINO COMMUNITY COLLEGE
2800 South Lone Tree Road
Flagstaff, Arizona 86001
928.527.1222
www.coconino.edu
OVERVIEW
Given its expansive district and limited resources, Coconino Community College (CCC)
is continually challenged to provide effective countywide workforce development
programs and services. Economically, Coconino County is in a state of transition from
resource-based employment (e . g, forest products, mining, grazing) to tourism and
technology-based industries. However, the outcomes achieved via Prop 301 funds will
enable CCC to work toward fully accomplishing its mission. to provide personalized and
accessible opportunities in higher education by offering transfer, career, and technical
programs to county residents
EXECUTIVE SUMMARY
CCC's Lone Tree Campus and district offices were completed in January 2002.. The
College then focused resources at the original Fourth Street Campus on career and
technical education.. Fourth Street houses the Industrial Technology and Construction
programs, the CISCO Academy Regional Center, the Nursing Program, three
informational technology training labs, a videoconferencing classroom, Fire and
Emergency Medical Sciences, Allied Health programs, Culinary Arts, an exercise/dance
studio, adult education and GED testing, the Small Business Development Center, and
the Community and Corporate Learning Center The adult education classroom furthers
partnership opportunities with the Arizona Department of Economic Security
CCC continues to enhance and leverage existing resources and partnerships to expand
its delivery of workforce development programs and activities throughout the District
CCC's Fourth Street Campus and Technology Center serves as the nexus of these
efforts This location is in close proximity to the Coconino Career Center and local
Workforce Investment Board (WIB) and the Arizona Department of Economic Security
(DES) office, two key College partners The Coconino County Workforce Investment
Board has certified the College as a training provider, in full compliance with Workforce
Investment Act requirements.. Consequently, the Career Center and DES will
supplement the College's service delivery and direct their clients to the training
opportunities available at CCC.
37
SECTION I:
Introduction
CCC is the main training entity in workforce development for the county. Due to the
rural nature of the county and its dispersed population, for-profit training institutions are
not viable. The College must meet this need To do so in the rural environment is costly
and challenging. In FY 02, CCC utilized Proposition 301 funding to support three key
areas of workforce development training including support for the Fourth Street Campus
and Technology Center, CISCO and the Industrial Technologies and Construction
department Funding for these areas has continued with the addition of the new nursing
program in FY 04. For FY 10 support for these areas will again continue with the
exception of support for the Fourth Street Campus and Technical Center which needed
to be transferred to the General Fund due to the decline in funding.
SECTION II:
Strategic Positioning for Workforce Development and Accountability Measures
1. CISCO
The College's CISCO Networking Academy program is the Regional Center in northern
Arizona. The CISCO program was implemented in July 2001 Student, community, and
business interest in the CISCO program has been strong; CCC serves as the regional
training center and continues to develop and support local academies under the CISCO
structure.. Continued support for CISCO enabled CCC to provide training for additional
instructors at the local academy level and provide instruction for students at CCC Work
Force Development funded salaries and benefits for the coordinator for the CISCO
program.. All operating costs were supplemented by the general fund This initiative
was supported with $34,550 or 9.2 percent of the Prop 301 budget
2. Industrial Technology/Construction
Early in FY 03, the Fourth Street Campus and Technology Center was remodeled. This
project included construction of a shop and classrooms to house the Industrial
Technologies and Construction program.. The ITC program serves as the trades'
training center and provides crucial training opportunities for the district's burgeoning
construction trades including recent growth in the green building emphasis areas. This
year's funding supported the salary and benefits of the Department Chair of Industrial
Technology and Construction to ensure continued management and growth of viable
programs This initiative was supported with $85,225 or 22.6 percent of the budget
3. Nursing
The College's newly established associate of applied science degree in nursing is an
exceptional vehicle for fulfilling its mission in prOViding accessible, affordable, and
transferable opportunities in higher education to residents of Coconino County.. Rural
Arizona shares in the critical shortage of nurses, which negatively impacts the quality of
healthcare and the general economy of the state. The College's nursing program is
impacting healthcare and workforce needs by providing a career opportunity with higher
38
pay, while addressing the critical shortage of skilled nurses in northern Arizona.. The
program primarily serves students who live in the county, who turn to the Community
College for help in meeting their career objectives, and who plan to remain in the
county. The demand for this program continues to grow. CCC increased the number of
admissions to 40 during the 2007/08 academic year The college obtained full approval
of the nursing program in the fall of 2010. WFO funded salaries and benefits for the
administrator and two faculty members for the nursing program.. All operating costs
were supplemented by the general fund This initiative was supported with $256,888 or
68.,2 percent of the budget
SECTION III:
Budget Overview
See Attachments A for bUdget overview
SECTION IV:
Private Sectorlln Kind Contributions
See Attachment B for Private Sector/In Kind Contributions.,
SECTION V:
Demographic Profile of District
CCC serves an 18,608 square mile geographical area,. The district encompasses a
region of vast diversity. Approximately 29 percent of the county's 115,000 citizens are
Native Americans, residing on five reservations and experiencing 25-40 percent
unemployment in their communities. Also, 10 percent of the county's residents are of
Hispanic heritage and are substantially under-represented in rapidly growing
technology-related occupations.,
39
ATTACHMENT A
Workforce Development Expenditures
FY 2010
COCONINO COMMUNITY COLLEGE
Budget Overview,- _
Budget Item :=J Allocated ~~ed ==raudget Balance] % Expended
CISCO (B2105C)
Salaries $26,409 $26,409 0 100
Benefits $8,141 $8,141 0 100
Sub-total $34,550 $34,550 0 100
Vocational Education (B2155)
Salaries $65,952 $65,952 0 100
Benefits $19,273 $19,273 0 100
-
Sub-total $85,225 $85,225 0 100
---'-------- -- --
Nursing (B2134)
--r----
Salaries $203,178 $203,178 0 100
Benefits $53,710 $53,710 0 100
Sub-total $256,888 $256,888 0 100
TOTAL $376,663 $376,663 0 100
-
40
ATTACHMENT B
Private Sector Contributions
FY 2010
Coconino community college is committed to leveraging state dollars with private sector
contributions. The chart below indicates the private sector and in kind contributions
CCC received during the 2010 fiscal year.
Company Amount of Contribution
Nestle Purina $5,000
Flagstaff Rotary Foundation $1,000
Flagstaff Medical Center $100,000
Kemper & Ethel Marley Fund $86,159
JP Morgan/Chase Bank $20,000
City of Flagstaff $10,000
Robert & Audrey Erb $1,000
Coconino County Board of Supervisors $5,000
Raymond Foundation $25,000
---
Sunwest Bank $1,500
W.. L Gore and Associates $13,500
CampusWorks $5,000
GeoFund $5,000
Dr. Leah Bornstein & Joe Finley $5,000
Robertson Family Trust $1,000
Hi Line Vending (Pepsi) $3,682
Flagstaff Community Foundation $5,000
Roger & Elizabeth Fontaini $1,000
Mangum, Wall, Stoops, & Warden $1,000
Val & Dale Gleave $1,000
Other undetermined sources $100,000
41
REPORT ON WORKFORCE DEVELOPMENT
EXPENDITURES
A.R.S. §15-1472
FY 2009-10
GRAHAM COUNTY COMMUNITY COLLEGE DISTRICT
Submitted by:
Mark Bryce, J.D.
President
42
EASTERN ARIZONA COLLEGE
615 North Stadium Avenue
Thatcher, Arizona 85552
928.428.8233
www.eac.edu
OVERVIEW
Eastern Arizona College devised and implemented a Workforce Development Plan for
FY 09 to embrace the spirit of Proposition 301 and to address the unique requirements
of its rural Graham and Greenlee Counties' service area as well as the Gila Service
area by contracted services provided to Gila County by Eastern Arizona College
Eastern Arizona College's FY 2010 Workforce Development Plan included the following
goals and purposes
• Strengthen teaching and learning through support for new instructional technologies
and the infrastructure needed for those technologies including continued mediation
of classroom facilities .
• Assist in the support of the Small Business Development Center (SBDC) to meet the
needs of small businesses in Eastern Arizona College's Graham and Greenlee
service area..
EXECUTIVE SUMMARY
Funding was allocated to achieve proposed goals and purposes.. Eastern Arizona
College's workforce Development Plan for FY 2010 targeted two of five categories
authorized by A.RS. § 15-1472
SECTION I:
Introduction
Actual Proposition 301 revenues and expenditures are disaggregated in Attachment A
A summary of Eastern Arizona College's Workforce Development Plan matrix is
presented in Attachment B.
43
SECTION II:
Strategic Positioning for Workforce Development and Accountability Measures
1. Strengthening Teaching and Learning (Mediated Classroom Technology)
This proposal was funded to provide continued instruction and training enhanced by the
use of new mediated classroom equipment The equipment expenditures directly
enhance our Academic Programs Building and new Nursing Education BUilding
Classroom mediation continues to positively impact the quality of instruction and student
learning outcomes, Eastern Arizona College is committed to fully mediating all
classrooms,
2. Facilitate Support for Small Business Development Centers
Funding assisted the local SBDC goals of advisement and counseling for new and
developing businesses and employment opportunities
SECTION III:
Budget Overview
See Attachment A for budget overview
SECTION IV:
Private Sector/In Kind Contributions
There were none"
SECTION V:
Demographic Profile of District
Eastern Arizona College, founded in 1888, currently serves residents of Graham and
Greenlee counties In addition to the main campus in Thatcher, the College delivers
educational programs at 12 other locations and contracted services to Gila County"
During FY 2010, Eastern Arizona College enrolled 5,179 students in Graham County,
130 students in Greenlee County, 845 students in prison programs, and 4,143 in Gila
County for a total of 10,297 students" In Graham and Greenlee Counties service area
there was an increase of 15,,5% in Full-time Student Equivalents, and an enrollment
increase of 6,1 % as compared to FY 2009, In the Gila County service area there was a
2,,1% increase in Full-time Student Equivalents, despite an 11 % decrease in enrollment
to a change in senior tuition waiver policy as compared to FY 2009, The proportion of
full-time students In Gila County continues to grow by more than 10% per annum
44
ATTACHMENT A
Workforce Development Expenditures
FY 2010
EASTERN ARIZONA COLLEGE
Budget Overview
Budget Item Amount of Expenditure
$364,644
35,000
Technical infrastructure including mediated classroom technology
.-----=-:..-..t---------=~--:...:-
Facilitate support for Small Business Development Center
TOTAL $399,644
45
ATTACHMENT B
EASTERN ARIZONA COLLEGE
Workforce Development Plan Matrix
FY 2010
A.R.S. § 15-1472
Goal Accountability Allocation Budgeted Actual
Purposes Measurement of Funds Amount Amount
Partnerships with Enhance support Graham/Greenlee Graham/
businesses and for economic educational Greenlee
educational development and partnerships educational $135,000 $13,487
institutions educational assisted
partnerships
partnerships
Additional faculty for Enhance support Expanded Expanded
improved and for occupational occupational occupational
expanded training training in areas of training in
classroom importance to rural areas of 75,000 0
importance
instruction and Arizona to rural
course offerings communities Arizona
communities
Enhance support Other classroom Expanded
for classroom training support classroom 75,000 0
training training
Technology, Strengthen Continuation of Continuation
equipment, and teaching and mediated of mediated
technology learning through classroom classroom
infrastructure for support for new technology and
technology
advanced teaching instructional updated computer oanf dcoumppduatteinrg 180,000 351,157
and learning in technologies and equipment equipment
classrooms or the infrastructure
laboratories needed for those
technologies
Student services
such as Facilitate support SBDC partnership SBDC
assessment, for Small partnership
advisement, and Business match 35,000 35,000
counseling for new Development
and expanded job Centers
opportunities
To purchase, lease,
or lease-purchase
of real property, for
new construction,
None None None NA NA
remodeling, or
repair of buildings
or facilities on real
property.
TOTAL PROJECTED/
ACTUAL FUNDING
1$500,000 I $399,644
46
REPORT ON WORKFORCE DEVELOPMENT
EXPENDITURES
A.R.S. §15-1472
FY 2009-10
MARICOPA COUNTY COMMUNITY COLLEGE
DISTRICT
Submitted by:
Dr. Rufus Glasper
Chancellor
47
MARICOPA COMMUNITY COLLEGES
2411 West 14th Street
Tempe, Arizona 85281
480.731.8000
www.maricopa.edu
FY 2009-2010 Proposition 301 Workforce Development
and Job Training Annual Report
OVERVIEW
The Maricopa Community Colleges are committed to the workforce development and
job training needs of its many constituents We exist in a dynamic and global
environment where workforce demands of the public and private sector evolve and
change at a rapid pace, and shifts in population demographics of the workforce present
enormous challenges During these challenging economic times, we have worked to
align our strategies to ensure partnership development, resource leveraging, and
tailored workforce development and training that meets the needs of the employer
community in the Greater Phoenix region.
SECTION I: Introduction
Establishment of Funding Criteria and Process
The Chancellor's Executive Council reviews and approves the Proposition 301
allocation process The process stipulates that each College and Skill Center receive a
$50,000 base allocation. The most recently established Colleges receive a $50,000
supplemental allocation (Chandler-Gilbert, Estrella Mountain, Paradise Valley, and
South Mountain) The balances of allocable funds are distributed to Colleges and Skill
Centers on the basis of the annual occupational Full Time Student Equivalent (FTSE)
enrollment (see Appendix A) .
The allocation process aligns with the FY 10 Proposition 301 Annual Plan that was
approved by the Maricopa County Community College District (MCCCD) Governing
Board and submitted to the Arizona Department of Commerce As the funds are
allocated to the Colleges, they continue to target opportunities that assist in workforce
development As defined by state statute, funds were deployed for the following
purposes
1. Partnerships with businesses and educational institutions,
2.. Additional faculty members for improved and expanded classroom
instruction and course offerings,
3 Technology, equipment, and technology infrastructure for advanced
teaching and learning in classrooms or laboratories,
4. Student services such as assessment, advisement, and counseling for
new and expanded job opportunities, and
48
5. The purchase, lease, or lease-purchase of real property, for new
construction, remodeling or repair of buildings or facilities on real property
The Maricopa Occupational Administrators Council was directed to establish an agreed
upon set of industry priorities that were recommended to the Colleges for their
allocation.. The industry priorities identified for FY 10 were.:
• Aerospace and Aviation
• Biosciences
• High Technology/Manufacturing
• Advanced Business and Financial Services
• Health Care
• Teacher Education
• Public Safety/Homeland Security
��� P-20 Career Pipeline Development
• Sustainability and Green Technologies
• Apprenticeships/Internships and Re-training
• Response to Local Workforce Needs
In addition, the Colleges were encouraged to give additional consideration to the
following emerging workforce trends in the expenditure of their allocation
• Changing Demographics in the Workplace
• Soft Skills/Job Readiness Development
• Systems Thinking as it applies to the Workplace
• Math and Science Skill Development
• Globalization
Each College is required to submit its proposed plan for the use of its allocation which
aligns with the recommended industry priorities and emerging workforce trends These
plans must be received prior to the allocation of the resources
SECTION II:
Strategic Positioning for Workforce Development and Accountability Measures
The Proposition 301 funds were allocated to the ten Colleges and two Skill Centers with
the requirement that the following criteria would be reported for inclusion in the
Proposition 301 Annual Report for the District, and were based on their individual
College proposed plan required prior to allocation of funding
1 IndustrylWorkforce Initiative per Industry Priorities and Trends
2. Allocation of Funds Spent and Description of Funded Projects
3. Performance/Outcome Measures
4 Private Sector/In Kind Contributions
49
Appendix B includes the FY 10 individual College reports which respond to these
criteria The following section is the outcome information regarding the Maricopa Small
Business Development Center for FY 10.
Maricopa Small Business Development Center (SBDC)
An important aspect of workforce development in the 21 sl century economy is nurturing
an entrepreneurial workforce The following outcomes resulted from the allocation of
Proposition 301 funding to the Maricopa Small Business Development Center.
1.. In 2009-2010, SBDC staff supported the Prop 301 initiative with the following
client work
• One-on-one counseling to 2,040 small businesses, with 6,019 hours,
leading to 443 new jobs, 169 retained jobs, 139 startups, $16 5 million in
new capital, and $174 million in increased revenues.
• Presented -168 seminars and workshops to 1,511 participants throughout
the Phoenix metro area, many at various Maricopa college campuses.
2.. The Maricopa SBDC has extensive partnership relationships throughout the
community. The strength of these partnerships can be gauged by the fact
that several of the organizations contribute funds to the support of the SBDC.
Notable examples include
• The City of Phoenix Small Business Department and Neighborhood
Services Department, to whose clients we provided business advice and
training.. We also provided intensive business assessments and technical
assistance to City of Phoenix clients. The City of Phoenix granted the
SBDC $25,000 to provide Viral Marketing assistance in 2010
• The City of Mesa Neighborhood Services Department to whose minority,
woman, and micro business clients we provided business advice. The
City of Mesa contributed almost $75,000 to the SBDC under Community
Development Block Grant funding during 2010.
• The City of Scottsdale provided office and training space in its downtown
facilities for the SBDC.
• The City of Glendale and Glendale Community College provided
commitments that allowed the AZSBDC Network to bid on the Statewide
Procurement Technical Assistance Center grant, which will be decided by
year end
3. The Maricopa SBDC has worked hard to increase its linkages with Maricopa's
Colleges Significant progress has been made in this regard including
• Continuing of the SBDC's first satellite center, "M3 SBDC" (signifying
Mesa Minority/Micro business) in October 2005 at the MCC downtown
campus
50
• Continuing the operation of a satellite center at the Rio Salado Life Long
Learning Center in Surprise which opened in September 2008.
• Opening of a satellite center in downtown Scottsdale in Aug 2009, and
coordinating seminars and classes with SCC Piute Center
• Provided counseling, seminars, and classes for PVCC, with plans to open
a satellite office there by year end 2010
• Provided counseling, seminars, and classes for Glendale/Peoria area, with
discussions with GCC regarding having an SBDC satellite office in the
near future for 2011
• Planning and budgeting for a satellite office at Estrella Mountain in
January 2011 Also working on online Entrepreneurship curriculum
• Assisted Gateway with small business incubator, and provided assistance
with entrepreneurial center planned Co-accredited NxLevel small
business curriculum and are looking at other small business offerings
4. Minority Program - Prop. 301 funds the salary for the Program Coordinator,
and supports minority centers in Mesa, minority programs offered throughout
the District, and classes and workshops specifically targeting minority groups..
Our Minority Program Coordinator was recognized by the U S Small
Business Administration as the Minority Advocate of the year for 2010.
Results from working with minority clients of the center reflect 134 new jobs,
85 retained jobs, 28 startups, $900 thousand in increased capital, and $3.1
million in increased sales .
5.. High Technology Program - Prop 301 funds the salary for the Program
Coordinator, and supports technology programs the Center sponsors
throughout the District For example, the SBDC has built relationships with
incubators for Chandler-Gilbert (providing two days per week on-site
counseling and assistance, along with training, mentor meetings, and other
services) and assistance with a new Incubator for Gateway CC, via business
plan assistance, serving on advisory committee, etc.
6 In 2010 the Maricopa SBDC and State Office applied for and received a grant
from the US Small Business Administration for Clean Technology. A 3-year
$140K per year award, the grant is providing additional funding to expand
technology offerings to Green businesses, and providing technology
readiness assessments, SBIR, intellectual property, entrepreneurial training,
and other specialized client services. Results from working with technology
businesses of the center reflect 90 new jobs, 37 retained jobs, $5.6 million in
increased capital, and $3.1 million in increased sales
51
SECTION III:
Budget Overview
The Maricopa Community Colleges FY 10 Actual Expenditures totaled $6,028,891 (see
Appendix A).. The detailed College reports include the status and outcomes of the
Proposition 301 initiatives (see Appendix B).
SECTION IV:
Private Sector"n Kind Contributions
At the request of the Joint Legislative Budget Committee (JLBC), the Maricopa
Community Colleges have provided a summary of information regarding the identified
private sector contributions and benefits from the use of Proposition 301 funds to
support workforce development program outcomes. These contributions are provided
in Appendix B by project and by College Please note that the Colleges reported those
contributions that could be clearly identified and quantified If there was not an agreed­upon
formula or mechanism in place to establish a monetary value of the in-kind
contribution or service, a dollar amount is not shown.
Private sector contributions varied from direct cash to a wide range of in-kind and less
tangible benefits to the workforce development programs.. Examples of some of those
contributions and benefits include:
• Direct cash for program development/expansion/faculty/support staff
• Use of facilities
• Marketing support
• Provision of supplies and course materials
• Provision of speakers
• Capital (equipment)
• Access to state-of-the-art, specialized equipment
• Scholarships and tuition for employees enrolled in specialized programs
• Career/job opportunities
• Internships
• Clinical sites for healthcare programs
• Collaborative projects with community agencies (shared expenses)
• Leveraging additional program dollars from local, state, and federal sources
• Strengthening of advisory committees with local expertise and higher level
individuals within the industry or employment sector
Please note that this document only reflects those contributions and benefits related to
specific programs funded by Proposition 301 dollars, not all workforce development
programs supported by the ten Colleges.
52
SECTION V:
Demographic Profile of District
The Maricopa Community College District ranks as the nation's largest system of its
kind and is the largest single provider of higher education and job training in Arizona.
The District serves as a major resource for those seeking post-secondary education and
training .. Consisting of ten regionally accredited Colleges, two Skill Centers and multiple
satellite education centers located throughout the 9,000+ square miles of Maricopa
County, Maricopa has 3,800 full and 4,100 part-time employees and an annual budget
of over $1 billion.
Maricopa educates and trains more than 260,000 persons annually, with nearly 220,000
enrolled in credit courses and over 41,000 enrolled in ABE/GED, skill center, non-credit
and special interest courses and programs Maricopa's student body is 55 percent
female and 42 percent male, ethnic compositions include 55 percent white, 20 percent
Hispanic, 7 percent African American, 4 percent Asian, and 3 percent American Indian
In the 2008-09 academic year, the District awarded over 18,000 degrees and
certificates.. That same year, nearly 6,200 Bachelor degree recipients from Arizona's
three pUblic universities graduated with 12 or more credits from the Maricopa
Community Colleges
The Maricopa Community Colleges are recognized as a premier provider of workforce
development and job training programs and services. Maricopa has a tradition of being
responsive to employer needs and providing training and education that lead to
marketable skills and gainful employment
Source. MCCCD 2009 Fact Book
53
APPENDIX A
Maricopa Community Colleges
FY 2009-10 Proposition 301 BUdget by Charge Centers
FY09·10 %
Charge Ctr Description Actual $ Actual $ Cum%
Numerical Order By CC
1 Aerospace & aviation $ 0.0%
2 Bioscience/biotechnology $ 0.0%
3 High tech $ 143,020 2.4%
4 Advanced business & financial services $ 42,389 0.7%
5 Health care $ 832,433 138%
6 Teacher education $ 567,390 9.4%
7 Public safety/homeland security $ 322,125 53%
8 Career pipeline development $ 233,135 39%
9 Apprenticeships/internships & retraining $ 214,314 3..6%
10 Response to Local Workforce Needs $ 788,529 131%
11 Sustainability & Green Technologies
12 Quality Instruction $ 2,885,556 479%
$ 6,028,891 100.0%
Sort· Descending Magnitude Budget $
12 Quality Instruction $ 2,885,556 479% 479%
5 Health care $ 832,433 13.8% 617%
10 Response to Local Workforce Needs $ 788,529 13 1% 747%
6 Teacher education $ 567,390 94% 842%
7 Public safety/homeland security $ 322,125 5.3% 89.5%
8 Career pipeline development $ 233,135 3.9% 934%
9 Apprenticeships/internships & retraining $ 214,314 36% 969%
3 High tech $ 143,020 24% 993%
4 Advanced business & financial services $ 42,389 07% 1000%
1 Aerospace & aviation $ 00% 100.0%
2 Bioscience/biotechnology $ 00% 1000%
11 Sustainability & Green Technologies $ 0.0% 1000%
$ 6,028,891 100.0%
54
Maricopa Community Colleges
FY09-10 Prop 301
Distnct Summary By Prop 301 Charge Center
1 2 3 4 5 6 7 8 9 10 11 12
Advanced
Public safety Career Apprenticeships
Response to
Sustainability
Aerospace Bioscience i
High tech
business & Health Teacher
J homeland pipeline internships & to Local
& Green
Quality
&aviation biotechnology financial care education Total
security development retraining
Workforce
Technologies
Instruction
services Needs
Chandler-Gilbert $ - $ - $ 13,192 $ 6,526 $ 563 $ 27,062 $ 137,529 $ 26,273 $ - $ 6,508 $ 546,132 $ 763,783
GateWay $ - $ - $ 60,888 $ - $ 309,214 $ 45,405 $ - $ 45,709 $ 6,077 $ - $ - $ 467,294
Maricopa SC $ - $ - $ - $ - $ - $ - $ - $ - $ - $ 117,578 $ - $ 117,578
Estrella Mountain $ - $ - $ - $ 3,045 $ 30,800 $ 29,528 $ - $ 66,775 $ $ - $ 441,196 $ 571,344
SWSC $ - $ - $ - $ - $ 56,573 $ - $ - $ 24,958 $ - $ - $ - $ 81,530
Glendale $ - $ - $ 27,703 $ - $ (9,810) $ - $ 50,516 $ - $ - $ 4,617 $ 314,166 $ 387,191
Mesa $ - $ - $ 38,188 $ - $ 28,157 $ 64,673 $ - $ - $ - $ 252,225 $ 635,852 $ 1,019,095
Paradise Valley $ - $ - $ - $ - $ 98,662 $ 19,218 $ 124,448 $ - $ - $ 785 $ 100,031 $ 343,144
Phoenix College $ - $ - $ - $ - $ 312,788 $ - $ 9,632 $ - $ - $ 28,156 $ 199,708 $ 550,284
Rio Salado $ - $ - $ - $ - $ - $308,131 $ - $ - $ 208,237 $ - $ 219,384 $ 735,752
Scottsdale $ 3,049 $ 5,487 $ 23,915 $ 54,525 $ 83,094 $ 321,498 $ 491,569
South Mountain $ - $ - $ - $ 32,818 $ - $ 49,459 $ - $ 14,895 $ - $ - $ 107,590 $ 204,762
SBDC/DW $ - $ - $ - $ - $ - $ - $ - $ - $ - $ 295,565 $ 295,565
Total $ - $ - $143,020 $ 42,389 $ 832,433 $567,390 $ 322,125 $ 233,135 $ 214,314 $ 788,529 $ 2,885,556 $ 6,028,891
55
Maricopa Community Colleges
FY09-10 Prop 301
Budget $ By Prop 301 Charge Center
FY09-10 %
Charge Ctr Description Budget $ Budget $ Cum%
Numerical Order By CC
1 Aerospace & aviation $ 00%
2 Bioscience/biotechnology $ 0.0%
3 High tech $ 96,042 1.6%
4 Advanced business & financial services $ 94,684 1.6%
5 Health care $ 655,112 11 1%
6 Teacher education $ 511,420 87%
7 Public safety/homeland security $ 315,281 54%
8 Career pipeline development $ 116,351 20%
9 Apprenticeships/internships & retraining $ 105,937 1.8%
10 Response to Local Workforce Needs $ 896,647 15.3%
11 Sustainability & Green Technologies $ 5,000 01%
12 Quality Instruction $ 3,079,398 524%
$ 5,875,872 100.0%
Sort - Descending Magnitude Budget $
12 Quality Instruction $ 3,079,398 524% 524%
10 Response to Local Workforce Needs $ 896,647 15.3% 67.7%
5 Health care $ 655,112 11 1% 788%
6 Teacher education $ 511,420 87% 87.5%
7 Public safety/homeland security $ 315,281 5.4% 92.9%
8 Career pipeline development $ 116,351 20% 94.9%
9 Apprenticeships/internships & retraining $ 105,937 1.8% 96.7%
3 High tech $ 96,042 1.6% 983%
4 Advanced business & financial services $ 94,684 1.6% 99.9%
11 Sustainability & Green Technologies $ 5,000 01% 1000%
1 Aerospace & aviation $ 00% 1000%
2 Bioscience/biotechnology $ 0.0%
$ 5,875,872 100.0%
56
Maricopa Community Colleges
FY09·10 Prop 301
District BUdget Summary By Prop 301 Charge Center
1 2 3 4 5 6 7 8 9 10 11 12
Aerospace & Bioscience! High Advanced Health Teacher Public safety! Career Apprenticeships Response to Sustalnability
aViation biotechnology tech business & care education homeland pipeline internships to Local & Green Quality
financial services security ~evelopmen & retraining Workforce Needs Technologies Instruction Total
Chandler-Gilbert $ - $ $ - $ $ - $ 33,640 $ 116'512 1$ 27,112 $ $ - $ $ 600,983 $ 778,247
GateWay $ - $ -
$ ",000 \'
- $ 195,773 $ - $ - $ - $ - $ 18,560 $ $ - $ 230,133
Maricopa SC $ $ $ - $ - $ - $ - $ - $ - $ - $ 81,014 $ - $ 81,014
Estrella Mountain $ $ - $ 18.110 $ 18,110 $ - $ - $ - $ 18,110 $ 41,937 $ 60,046 $ - $ 434,455 $ 590,767
SWSC $ - $ - $ - $ - $ 48,293 $ - $ 16,550 $ - $ - $ - $ - $ 64,843
Glendale $ $ $ 34,685 $ - $ 64,000 $ - $ 64,000 $ - $ 64,000 $ - $ - $ 325,607 $ 552,292
Mesa $ $ - $ 27,447 $ - $ 80,280 $ 37,760 $ - $ - Ii - $ 158,200 $ - $ 740,277 $1,043,964
Paradise Valley $ - $ - $ - $ - $ 100,000 $ 5,000 $ 74,021 $ - - $ - $ - $ 109,888 $ 288,909
Phoenix College $ - $ $ - $ - $ 166,766 $ - $ - $ - $ $ 35,940 $ - $
206'
412
1 $
409,118
Rio Salado $ - $ - $ - $ - $ $374,288 $ - $ - $ $ 116,129 $ - $ 220,584 $ 711,001
Scottsdale $ - $ - $ - $ 76,574 $ - $ 12,000 $ 44,198 $ 66,129 $ $ $ - $ 327,056 $ 525,957
South Mountain $ $ - $ - $ - $ - $ 48,732 $ - $ 5,000 $ - $ 69,759 $ 5,000 $ 114,136 i$ 242,627
SBDCi'GPEC Dues $ - $ - $ - $ $ - $ - $ - $ - $ $ 357,000 $ - $ - $ 357,000
Total $ - $ - $ 96,042 $ 94,684 $ 655,112 $ 511 ,420 $ 315,281 $ 116,351 $ 105,937 $ 896,647 $ 5,000 $ 3,079,398 $ 5,875,872
57
MARICOPA COMMUNITY COLLEGES
FYIO Projected Proposition 301 Revenue and Expenditures
Projected Revenue Available for Alloc. 1$ 8,972,900 $ 7,079,600
ALLOCAnONS I FY 2009 FY 2010
Faculty - Salary & Benefits $ 3,649,700 $ 3,578,313
SBDC $ 275,000 $ 315,000
GPEC Dues $ 27,000 $ 42,000
FY 2009IFY20 I0 Allocations to Colleges $ 4,018,200 $ 2,439,474
Contingency Reserve $ 1,003,000 $ 704,813
TOTAL EXPENDITURES.................... $ 8,972,900 $ 7,079,600
FY08 Occ Ed Base New College Per FTSE FY 2010
Colleges/Skill Centers FTSE Prorata Share Allocation Allocation Allocation Allocation
College 1,0598 5% 50,000 50,000 $ 77,264 177.264
Estrella Mountain 7724 3% 50,000 50,000 $ 56,3 12 156,312
Southwest Skill Center 2036 1% 50,000 $ 14,843 64,843
Gateway Community College 2,470.8 11% 50,000 $ 180,133 230,133
Maricopa Skill Center 4254 2% 50,000 $ 31,014 81,014
Glendale College 24235 11% 50,000 $ 176,685 226,685
Mesa Community College 3,4797 15% 50,000 $ 253,687 303,687
Paradise Valley Community College 1,0839 50/0 50,000 50,000 $ 79,021 179,021
Phoenix College 2,0946 9% 50,000 $ 152,706 202,706
Rio Salado College 6,0410 2t% 50,000 $ 440,417 490,417
Scottsdale Community College 2,0424 9% 50,000 $ 148,901 198,901
South Mountain Community College 390.8 2% 50,000 50,000 $ 28,49 I 128.491
TOTAL 22.4879 100% 600,000 200,000 $ 1,639.474 $ 2,439,474
FY 2009 Prop 30 I Allocation
Colleges/Skill Centers FY07 Occ Ed Prorata Share Base New College Per FTSE Total Allocation
Chandler Gilbert Community 9293 4% 50,000 50,000 129,852 $ 229,852
Estrella Mountain 685.4 3~/Q 50,000 ;0,000 95,772 $ 195,772
Southwest Skill Center 2323 1% 50,000 32,460 $ 82,460
Gateway Community College 2,565 I 11% 50,000 358,424 $ 408,424
Maricopa Skill Center 495 I 20/0 50,000 69.18 I $ 119,181
Glendale College 2,475.5 11% 50,000 345,904 $ 395,904
Mesa Community College 3,583 2 16% 50,000 500,684 $ 550,684
Paradise Valley Community College 1,0863 5% 50,000 50,000 151.790 $ 251.790
Phoenix College 2,1713 9% 50,000 303,398 $ 353,398
Rio Salado College 6.4749 28% 50,000 904,744 $ 954,744
Scottsdale Community College 1,9243 8% 50,000 268,884 $ 318,884
South Mountain Community College 408.7 20/0 50,000 50,000 57.108 $ 157,108
TOTAL 23,031.4 100% 600,000 200,000 $ 3,218,200 $ 4,018,200
58
--{ FY 2009-2010 Ii-'-----------------------------------------------,
C"i,;·A"''''.L,..''',;k"''''''tJ'''·;;.,''''' 301 INTERNSHIPS & RETRAINING
441 OP 301 OTHER
45430 PROP 301 QUALITY INSTRUCTION
44180 PROP 301 INTERNSHIPS & RETRAINING
44180 PROP 301 INTERNSHIPS & RETRAINING
44190 PROP 301 OTHER
45430 PROP 301 ADMIN
TOTAL GATEWAY
328014 44190 PROP 301 OTHER
327001 45430 PROP 301 ADMIN
TOTAL SKILL CENTER
328239
328431
328012
327001
320 210
Charge
Fund Un~ Cen~r
320:~-~21~3~--:3~2~8~04';"7=-=i==~==~~==~=".....~~~~~~~~~,....
328048
328223
328131
328132
327001
FYTD
157,500.26
24957.75
o
81,530.40
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
44180 PROP 301 INTERNSHIPS & RETRAINING
44190 PROP 301 OTHER
45430 PROP 301 QUALITY INSTRUCTION
130,674.84 56,572.65
157,500,26 81,530.40
Fund Unit
Charge
Center Grant Initiative Description
FYTD
Op Budget
FYTD
Expenditures
320 250 328016
328136
44120 PROP 301 HIGH TECH
44120 PROP 301 HIGH TECH
Biotechnology Prog Expnslon
ManufactUring Program
12571.02
1914.91
oo
62
1,221,604.03
38187.68
28157.02
64672.51
87390.19
73936.73
o
90898.57
635,852.35
1.019,095.05
67447
81851:9
64672.51
87420:96
73936.74
613.42
90898.57
740,277.00
High Tech Program
HealthcarePrOgrams
Teacher Ed Exp
Culinary A
Vet Tech P
Interior Desig
High Demand
P301 Faculty
44120 PROP 301 HIGH TECH
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44190 PROP 301 OTHER
44190 PROP 301 OTHER
44190 PROP 301 OTHER
44190 PROP 301 OTHER
45430 PROP 301 ADMIN
TOTAL MESA
328419
328015
328017
328018
328019
328020
328137
327001
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
.44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
of' 301. INTERNSHIPS & RETRAINING
OP 301 OTHER
45430 PROP 301 QUALITY INSTRUCTION
81,932.93
81,851.90
740,277.00
1,221,604.03
38,187.68
Charge FYTD FYTD
Fund Unit Center Grant Initiative Description Op BUdget Expenditures
320~-";3~0~0;;""-""3;';2;';'80~2~2~":'44~1~2~0';";"'-=P~R';'O~P~30;"1~H~IG'"H-:-=T:E~C~H~----------~M~o~ti';"'on~P;;'ic~tu-re-=T"'el"'e"'vi-sl-o-n-----------.;.:;...;.,;;,,;;,;i~--""O-=:;.;....;;,;,,;,;;.;.~O
328025 44120 PROP 301 HIGH TECH Computer Lab 0 0
328027 44120 PROP 301 HIGH TECH Culinary Arts EqUipment 0 0
328028 44120 PROP 301 HIGH TECH Monitors for Architectural 0 0
328053 44120 PROP 301 HIGH TECH Autocad Software 0 0
328126 44120 PROP 301 HIGH TECH ForenSIc SCience Production 0 0
328211 44120 PROP 301 HIGH TECH Betabolic Cart 0 0
328213 44120 PROP 301 HIGH TECH Revit Software 0 0
328214 44120 PROP 301 HIGH TECH Clinical Simulators 0 0
328408 44120 PROP 301 HIGH TECH Animation Technology Cert 3052.9 3048.9
328021 4 PROP 301 BUS & FINANCIAL SERVICES Hospitality &Tourism 0 0
328026 44 LTH CARE Hi Te 00
328234 CARE Nursi . 0 0
328406 CARE Local 2 5486.72
328407 4414 PR CARE YogaTOO
328210 44150 PROP 301 TEACHER EDUCATION Taking Courses to Higher 0 0
328409 44150 PROP 301 TEACHER EDUCATION Faculty ProfeSSional Deve 27350.25 23915.14
328428 44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY' SRPMIC Public Safety Acad 96583.11 0
328023 44170 PROP 301 CAREER DEVELOPMENT English for SpeCial Purpo 0 0
328024 44170 PROP 301 CAREER DEVELOPMENT CIS Fast Track Certification 0 0
328054 44170 PROP 301 CAREER DEVELOPMENT Home Remodeling Program 0 0
328123 44170 PROP 301 CAREER DEVELOPMENT Program Promotion 0 0
328212 44170 PROP 301 CAREER DEVELOPMENT Architectural 3-D Trainer 0 0
328405 44170 PROP 301 CAREER DEVELOPMENT Accounting TutOring Center 66583.09 54525.16
328124 44190 PROP 301 OTHER Tourism development & mgmt 13621.48 5637.44
328125 44190 PROP 301 OTHER Theatre Production 0 0
328127 44190 PROP 301 OTHER Business Institute 4243.46 61108
328128 44190 PROP 301 OTHER Rapid Response 25052.94 16348.95
63
327001 45430 PROP 301 ADMIN P301 Faculty 327,056.00 321,498.46
TOTAL SCOTTSDALE 569,029.95 491,568.77
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH 3,052.90 3,048.90
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
44180 PROP 301 INTERNSHIPS & RETRAINING
44190 PROP 301 OTHER 42,917.88
45430 PROP 301 QUALITY INSTRUCTION 327,056.00 321,498.46
569,029.95 491,568.77
Charge FYTD
Fund Unit Center Grant Initiative Description
320 350 328118 44130 1 BUS & FINANCIAL SERVICES ccupational Program
328031 44140 HEALTH CARE Program Expansion
328032 44140 EALTH CARE Dental Assist/Allied Health
328229 44140 P EALTH CARE Healthcare Programs 0
328029 44150 PROP 301 TEACHER EDUCATION Teacher Prep Expansion 0
328230 44150 PROP 301 TEACHER EDUCATION Education Programs 282874.44
328425 44150 PROP 301 TEACHER EDUCATION Education/Early Childhood 25256.31
328030 44160 .PROP 301 PUBLIC SAFETY/HOMELAND SECURITY Public Safety Programs
328033 44170 PROP 301 CAREER DEVELOPMENT AZTEC Software Implementation
328231 44170 PROP 301 CAREER DEVELOPMENT Online ESUUteracy
328232 44180 I RAINING Local Wor~force Needs
328406 44180 I RAINING Local WofktorceNeeds
327001 45430 PROP 301 ADMIN P301 Faculty
TOTAL RIO SALADO
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES 1.16
44140 PROP 301 HEALTH CARE (4,576.85)
44150 PROP 301 TEACHER EDUCATION 378,863.69 308,130.75
44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
44180 PROP 301 INTERNSHIPS & RETRAINING
44190 PROP 301 OTHER
45430 PROP 301 QUALITY INSTRUCTION 220,584.00 219,383.82
799,146.60 735,751.72
Charge FYTD FYTD
Fund Unit Center Grant Initiative Description Op Budget Expenditures
320 400 328036 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Bio & Environmental SClen
328139 44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY Title V Coop BUilding
328037 44120 PROP 301 HIGH TECH Cisco 0 0
328217 44120 PROP 301 HIGH TECH MusIc Busmess 0 0
328423 44120 PROP 301 HIGH TECH Tech SupportlAhwluke 640.63 0
328218 44130 PROP 301 BUS & FINANCIAL SERVICES Business Programs 0 0
328220 44130 PROP 301 BUS & FINANCIAL SERVICES Interpreter Training
64
328306
328307
328421
328035
328215
328216
328034
328308
328422
328424
328140
328219
328220
327001
PROP 301 TEACHER EDUCATION
PROP 301 TEACHER EDUCATION
PROP 301 CAREER DEVELOPMENT
PROP 301 CAREER DEVELOPMENT
PROP 301 OTHER
PROP 301 OTHER
PROP 301 OTHER
PROP 301 ADMIN
TOTAL SOUTH MOUNTAIN
67375.06
9800
10200
23499.23
o
5000
3834.21
114,136.00
274,238.42
49459.22
o
10096.41
4798.12
oo
o
107,589.88
204,761.72
77,175.06
107,589.88
204,761.72
32,818.09
49,459.22
640.63
39,753.29
8,834.21
114,136.00
274,238.42
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
44'180 PROP 301 INTERNSHIPS & RETRAINING,
44190 PROP 301 OTHER
45430 PROP 301 QUALITY INSTRUCTION
Fund Op Budget
320
Unit
450
Charge
Center
328041
328310
328309
328312
328313
328039
328017
328221
328040
328130
328420
328141
328240
327001
Grant
44100
44120
44130
44130
44130
44140
44150
44150
44160
44160
44170
44190
44190
45430
Initiative
PROP 301 AEROSPACE & AVIATION
PROP 301 HIGH TECH
PROP 301 BUS & FINANCIAL SERVICES
PROP 301 BUS & FINANCIAL SERVICES
PROP 301 BUS & FINANCIAL SERVICES
PROP 301 HEALTH CARE
PROP 301 TEACHER EDUCATION
PROP 301 TEACHER EDUCATION
PROP 301 PUBLIC SAFETY/HOMELAND RITY
PROP 301 PUBLIC SAFETY/HOMELAND ITY
PROP 301 CAREER DEVELOPMENT
PROP 301 OTHER
PROP 301 OTHER
PROP 301 ADMIN
TOTAL CHANDLER GILBERT
Description
Aerospace & Williams - New Hanger
Solar Panellntall Prg
Library Oce Ed Resources
Wison Education index
Crimi ustice
rogram
Teacher Ed Program Exp
Teacher Ed
Law Enforcement Academy
Fire Science
Business & Computing Stud
Electric Utility Tech Pro
CGCC Rapid Response
P301 Faculty
FYTO
o
20431.06
6526
oo
562.87
o
27061.68
113646.2
24935.39
26272.99
6507.62
62386.01
600,983.00
889,312.82
FYTD
Expenditures
o
13191.7
6526
,0
,0
562.87.
o
27061.68
1125
2493
26272.96
6507.62
o
546,131.55
763,783.11
13,191.70
6,526.00
562.8Y"
27,061.68
137,528.73.
26,272.96
20,431.06
6,526.00
562.87,
27,061.68
138,581.59
26,272.99
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44160 PROP 301 PUBLIC SAFETY/HOMEi.J!.ND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
65
. 301INTERNSHI~S& RETRAINING
301 OTHER
PROP 301 QUALITY INSTRUCTION 600,983.00
889,312.82
546,131.55
763,783.11
Charge FYTD FYTD
Fundl~_-:U;.:,n~it;,..._-:::C:,:;e~n~te~r_,,:"G~ra::::n;.;;t-:;ln::;i~ti~at;:.iv::;e~:,,:,:,,:,~=~ ~~~;;,;;";;,;,;.. O=P.;:B;";;u;,;;d~g.;;.et::"",:-:-:,::,,,,,:.....;E=:x;;:p;;,,;e;;,n;,;;d::.;it:;;u;;,,;re;;:s::-
320 500 328046 44120 PROP 301 HIGH TECH 0
328043 44140 PR HEALTH CARE
328044 44140 P 1 HEALTH CARE
328045 44150 PROP 301 TEACHER EDUCATION
328042 44160 P 301 PU ETY/HOMELAND SECURITY·
328222 44160 301 PUB ETY/HOMELAND SECURITY
328129 44190 PROP 301 OTHER
328135 44190 PROP 301 OTHER
327001 45430 PROP 301 ADMIN
TOTAL PARADISE VALLEY
785.13
100,030.81
343,143.91
98,662.18
19,218.20
124,447.59
7,446.40
22,484.85
109,888.00
494,935.16
198,404,01
23,634.58
133,077.32
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
44120 PROP 301 HIGH TECH
44130 PROP 301 BUS & FINANCIAL SERVICES
44140 PROP 301 HEALTH CARE
44150 PROP 301 TEACHER EDUCATION
44160 PROP 301 PUBLIC SAFETY/HOMELAND SECURITY
44170 PROP 301 CAREER DEVELOPMENT
44180 PROP 301 INTERNSHIPS & RETRAINING
44190 PROP 301 OTHER
45430 PROP 301 QUALITY INSTRUCTION
Fundi
320
Unit
550
Charge
Center
328225
328228
328410
328050
328226
328049
328133
328224
328227
328051
328411
328052
328134
328412
327001
Grant
44110
44130
44130
44140
44140
44150
44150
44150
44150
44170
44170
44190
44190
44190
45430
Initiative
PROP 301 BIOSCIENCE/BIOTECHNOLOGY
PROP 301 BUS & FINANCIAL SERVICES
PROP 301 BUS & FINANCIAL SERVICES
PROP 301 HEALTH CARE
PROP 301 HEALTH CARE
PROP 301 TEACHER EDUCATION
PROP 301 TEACHER EDUCATION
PROP 301 TEACHER EDUCATION
PROP 301 TEACHER EDUCATION
PROP 301 CAREER DEVELOPMENT
PROP 301 CAREER DEVELOPMENT
PROP 301 OTHER
PROP 301 OTHER
PROP 301 OTHER
PROP 301 ADMIN
TOTAL ESTRELLA MOUNTAIN
Description
BiOSCience K-12
Banking & Finance
Business & IT Fields
Support
tection Tech
Teacher Education
Hybrid Post Bac Program
Ed Pathways Prog Dev
Speech/Lang Pathology Ass
Career Pipeline
Pre-englneenng & SMET PR
Culinary Studies
Rapid Response
ACE Coordinator
P301 Faculty
FYTD
Op BUdget
o
o
33101.62
51938.51
o
31517.79
700
277.85
5647.02
45285.32
46351.73
506.2
1575.95
o
434,555.00
651,456.99
FYTD
Expenditures
oo
3045.23
3079\).91
. '0
23952
oo
5575.71
21512.94
45262.5
o
oo
441,196.03
571,344.32
TOTAL ALL CAMPUSES 6,958,557.62 5.733,325.86
66
44110 PROP 301 BIOSCIENCE/BIOTECHNOLOGY
320 700
45430 PROP 301 QUALITY INSTRUCTION
327030 45430 PROP 301 SBDC
327583 45430 GPEC DUES 2010
TOTAL
Total FY09-10 P301 Expenditure
SBDC
GPEC Dues
434,555.00
651,456.99
315,000.00
42,000.00
357,000.00
441,196.03
571,344.32
253,565.20
42,000.00
295,565.20
6,028,891.06
67
COLLEGE/SKILL CENTER:
Appendix 8 - College Detail
MARICOPA COMMMUNITY COLLEGES
FY 2010 Proposition 301 Annual Report
Chandler-Gilbert Community College
FY 2010 PROPOSITION 301 AMOUNT: .....:$~_.....::$c;::2:..::.l-"--7,2....:6=5:.=2'----_->.(Reportshould include actual and/or planned uses of funds.)
Charge Prop 301 Initiative Amount Performance/Outcome Private Sector
Center Title Spent Initiative Description Measures Contributions
7 Fire SCience $24,935 Continued support for development of 1) Continued Seeking continued access
CGCC's Fire SCience program to meet the employment of to specialized facilities and
needs of the local community fire program director on equipment for training In
departments special services partnership with Chandler
contract and Gilbert fire departments
2) Continued EMT and
FSC courses In fall 09
and spring 10
enrolling non-sponsored
students
at the Williams
campus
3) Continued
partnerships with
Chandler and Gilbert
fire departments for
sponsored student
cohorts
4) Increasing demand
for the classes
68
7 TLarawinEinngfoArcceamdeemnty $112,593 oLpaewraEtninfgorscuepmpeonrtt Training Academy (LETA) 1) Cofopnrtoingureadmedmirepclotoyrm, ent Cmounlttiipnlueeldawpaerntnfoerrcsehmipewntith
clerical support staff agenCies (Mesa, Chandler,
I members Gilbert, Tempe, PhoeniX,
2) Purchase Instructional Peoria, Maricopa County)
and general supplies, sponsoring recruits and
maintain vehicles and providing access to
equipment specialized training facilities
3) Completion of cohort 4 and equipment; continued
& 5 (graduating 26 partnership with Central
cadets) and Arizona College for access
preparation for to driving track
admission of cohort 6
In fall 2010 i25 cadets)
6 Teacher EducatIOn $27,062 Teacher preparation program support 1) Continued employment Multiple partnerships with
of teacher education local public school districts
program adVisor to and with private schools to
support student support student externshlp
persistence to and service learning
I
associate degree experiences; transfer and
attainment and to articulation agreements with
facilitate transfer and ASU, NAU, and Grand
articulation Canyon University
2) Program adVisor
outreach contributed to
1,054 adVisement visits
In 2009-10 an 86
percent Increase In
adVisor visits from 08-
09 (from 919 to 1054)
8 BUSiness and $26,273 Operational support for coordinator of 1) Provided coordinator Continued partnerships with
Computing Studies BUSiness and Computing Studies to adVise BUSiness local bUSiness and Industry
Student AdVisement enrichment program and Computing representatives serving on
Studies students, to program adVISOry
conduct outreach and committees and emplOying
recruiting services, to graduates
coordinate stUdent
internships, and to Worked with adVisors from
Identify partnership ASU, NAU, UoA and Grand
opportunities with Canyon University
bUSiness, Industry,
69
and upper division
education providers
2) Provided personal
advisement to 200
business and
computing studies
students and support
to 100 students online
3) Developed
documents regarding
degree and certificate
programs offered
within the divIsion
~, Library Occ Ed $6,526 I Supplement funding of eXisting Initiatives 1) Additional support for NA
Resources NurSing, Law
Enforcement Training
Academy, Teacher
Education, BUSiness
and Computing
Studies, Fire SCience,
and Electric Utility
Technology
10 Electric Utility $6.508 Electric Utility Technology Program support 1) Expanded enrollment Continued donation of
Technology by supporting specialized equipment and
summer contract for supplies by APS and SRP
I program coordinator
for recruitment and
retention
2) Supported program
activities by providing
fuel and repairs for
specialized vehicles
and eqUipment
70
5 Nursing $ 563 Nursing program operating support 1) Continued support of Multiple hospitals and
program by healthcare facilities
purchasing contribute by providing
Instructional and access for clinical
general supplies, and education; Includes
funding specialized Chandler Regional, Mercy
database Gilbert, and Gilbert
subscnptions, instate Emergency Hospitals
travel.
3, 11 Solar Program $13,192 Solar Panel Installation Program 1) Supplies, equipment
Development and part time wages
to equip warehouse
for solar classes and
upcoming course
offenngs
2) Design and
manufacture for roof
truss cart (classroom
supplies)
71
COLLEGE/SKILL CENTER:
MARICOPA COMMMUNITY COLLEGES
FY 2010 Proposition 301 Annual Report
September 2010
Estrella Mountain Community College
FY 2010 PROPOSITION 301 AMOUNT: -"$'---'1..::::..56=,=31=2'----- _ (Report should include actual and/or planned uses of funds.)
Charge Prop 301 Initiative Amount Performance/Outcome Private Sector
Center Title Spent Initiative Description Measures Contributions
These career fields have been identified as Contmue to update a list
the top career mterests of students who have of students mterested in
taken the Kuder Career Assessment through the major (baseline)
EMCC. Conduct at least one
adVIsement seSSIon with
Providing discIpline specific adVIsement each student (from
and a case management approach m serving contact list) each
students m these fields will mcrease student semester (fall/spring)-
retention to graduatiOn and Improve student 75%
Program AdvIsor satisfactIon with the serVIces they receive. Encourage students to
8 BUSlOess and IT Fields $36,220 take a career
Scope of work: assessment, follow up
WIth results- 50%
• ProvIde one stop student service to Meet WIth diSCIpline
students, primarily those 111 the selected faCUlty each semester-
• Sfieerldvse (aasbtohveel)iaIson to faculty 111 these C10o0n%tact university I
diSCIplines to proVide a means of shanng diSCipline specific I
111formatlOn between student serVIces and adVIsors for updates-the
faCUlty regarding curriculum and 75%
program issues PartIcipate 111 diSCipline
72
• Connect with university representatives In specific career fairs at
these disCiplines to keep updated on EMCC-lOO%
unIversity program changes ParticIpate in adVIsor
• Serve as resource for other adVIsors With updates and provide
regard to Issues related to these InformatIOn related to
careers/majors the major - 80%
• PartiCipate in discipline specific career RetaIn students from
fairs (on & off campus) and recruitment fall to sprIng semester -
events 75%
• Develop contact list of students interested --------------..
In these majors; follow up With 728 students (29%)
adVisement appoIntments, career fair expressed interest in
Busmess and/or InfonnatlOn
Information, Kuder, etc.
Technology career fields m
• Develop & mamtaIn resources to assist in FY 2009110
adVising students In these majors
These career fields have been Identified as ContInue to update a list
the top career 111terests of students who have of students interested 111
taken the Kuder Career Assessment through the major (baseline)
EMCC. Conduct at least one
adVisement sessIOn With
ProViding diSCipline specific adVIsement each student (from
and a case management approach m serving contact list) each
students 111 these fields will Increase student semester (fall/spnng)-
SCience, Technology, retention to graduatIOn and Improve student 75%
satisfaction with the services they receive. Encourage students to
8 EnPgriongereanmngAadnVdIsMorath $32.220 take a career
Scope of work: assessment, follow up
With results- 50%
• PrOVide one stop student serVIce to Meet with diSCipline
students. primarily those 111 the selected faculty each semester-fields
(above) 100%
• Serve as the liaIson to faCUlty m these